Ausgabe 4/2012, 104. Jahrgang S. 383–396
Neuroscience and Research on Learning and Instruction: What Kind of Knowledge Contributes to Educational Outcome?
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Strictly speaking, results from neuroscience can neither inform educational practice nor can they tell how to design learning environments. Brain imaging methods do not allow drawing conclusions on individual differences in knowledge representation and on appropriate information presentation. However, a future potential of brain imaging is the uncovering of differences in information processing that do not become apparent in behavior.
neuroscience and learning, potential of brain imaging, information processing