Translating Brain-Based Learning to Educational Practice: A Comparative Review of Studies in Educational Neuroscience

The translation of neuroscientific findings into educational practice presents a significant challenge due to the complex interplay between scientific research and pedagogical application. This critical gap motivates the present study, focusing on educational neuroscience as an emerging field that seeks to utilize brain-based learning principles in educational settings. By employing a comparative review methodology, this study examines ten foundational articles in the field, aiming to understand common themes, divergent perspectives, and the resultant implications for education. The reviewed literature underscores the bidirectional relationship between neuroscience and education, wherein each domain mutually influences the other, leading to an evolution of understanding and practice in both fields. Despite the clear potential for the application of neuroscientific principles in the classroom, the reviewed articles also highlight the necessity for caution due to the complexity of the human brain and the intricacies of learning processes. This study concludes by emphasizing the need for an ongoing and nuanced dialogue among neuroscientists, educators, and psychologists to effectively translate brain-based learning research into impactful educational practices.

Keywords:

Educational Neuroscience , Brain-Based Learning , Comparative Review , Translation into Practice , Neuroscience and Education Interaction , Pedagogical Applications