Neuroscience and education: Mind the gap

Abstract

Although significant advances have been made in our understanding of the neural basis of learning and memory over the past hundred years, the translation of these neuroscientific insights into classroom teaching practice has been very limited. In this review, we discuss the historical development of pedagogy, cognitive psychology, and the neuroscience of learning over the past century, and how these separate disciplines are now combining in the new field of educational neuroscience. We examine the successes and promises of this emerging field, but also discuss the considerable practical and conceptual difficulties that face educational neuroscientists who have to be constantly vigilant to “mind the gap.”