PERC 2024 Abstract Detail Page
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| Abstract Title: | Actionable Implications of 21st Century Neuroscience, Skeptics Welcome |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Generalizing best practices developed in one context for use in other contexts often relies on having fundamental mechanistic models. The field of physics education is no exception. Though, too often, fundamental advancements in relevant fields such as neuroscience, economics, and philosophy are vastly overstated by some education researchers. Thus, advancements from the basic neuroscience of learning that are legitimately fundamental, mechanistic, and generalizable are naturally met with strong skepticism by some education researchers. Paradoxically, 21st century neuroscience can help modern educators overcome both of these extremes with a modeling tactic well-known to any physicist: carefully defining proper system boundaries. In the brain, proper system boundaries are defined by distinct mechanisms for representing information. How information is represented governs how it is learned, accessed, and processed. This has actionable implications not only for improving learning gains in heterogeneous contexts, but also for fostering belonging among diverse cohorts. |
| Session Time: | Poster Session 1 |
| Poster Number: | A41 |
Author/Organizer Information | |
| Primary Contact: |
Scott E. Allen Cornell University Ithaca, NY Phone: 8019715391 |
| Co-Author(s) and Co-Presenter(s) |
A. David Redish, University of Minnesota |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
