EDUCATIONAL NEUROSCIENCE – Webinar 2

In his talk, Prof Andy Tolmie will refer to how children’s ability to understand counter-intuitive concepts in Science and Maths is often limited by their ability to inhibit either direct perceptual evidence or pre-existing beliefs, impeding their learning. Using evidence from educational neuroscience, this session will examine why this is so and explore how to address these challenges, drawing out more general messages about the ways in which neuroscience can inform classroom interventions.

If you want to find out about an innovative maths and science learning activity informed by neuroscience, click on the following website: https://www.unlocke.org/ Discover why children often need to suppress their impulsive or intuitive responses, when learning new concepts, particularly in science and maths. Learn about the theory behind this research and other learning counterintuitive concepts presented by UnLocke. Prof Andy Tolmie is a member of the management team on the UnLocke project.

A good read is the article ‘Inhibitory control and counterintuitive science and maths reasoning in adolescence’ authored by Anne Brookman-Byrne, Denis Mareschal, Andrew K. Tolmie, Iroise Dumontheil (2018), which is uploaded here for further information.

Enjoy!