An Alternative Approach to Educational Neuroscience and Investigative Neurology
Advisor(s)
Dr. Angel Alvarez; Northwestern University, Feinberg School of Medicine
Discipline
Behavioral and Social Sciences
Start Date
21-4-2021 10:05 AM
End Date
21-4-2021 10:20 AM
Abstract
This paper aims to present a comprehensive view of the widely acknowledged correspondence between educational neuroscience and investigative neurology, introducing a systematic study by which the unanswered questions of its contemporary research may be thoroughly explored. Researchers strive to identify the biological structures that underlie classical cognition, and to, in a novel fashion, develop an efficient methodology and practice by which such evaluation is regularly feasible. Subsequent development and advancement in neurological disciplines permits further empirical study of the seemingly metaphysical properties that govern biological thought, and resultant innovation is thereby increasingly attainable. In the current context, researchers strive to demonstrate the implications of educational inquiry in sustainable academic advancement and engender a series of modular lesson plans and inquiry-based experiments by which summative conclusions as to the nature of foundational neuroscience may be perceived and drawn. Data representative of a plethora of biological systems, e.g., sensorimotor, visual, and perceptual pathways will be collected following student completion of the aforementioned educational investigations, and subsequent analyzation and consolidation permits an enhanced understanding of neurological phenomena while simultaneously enabling school-age students to collaboratively pursue distinctive intellectual interests by means of an inquiry-based and interdisciplinary attitude towards learning.
An Alternative Approach to Educational Neuroscience and Investigative Neurology
This paper aims to present a comprehensive view of the widely acknowledged correspondence between educational neuroscience and investigative neurology, introducing a systematic study by which the unanswered questions of its contemporary research may be thoroughly explored. Researchers strive to identify the biological structures that underlie classical cognition, and to, in a novel fashion, develop an efficient methodology and practice by which such evaluation is regularly feasible. Subsequent development and advancement in neurological disciplines permits further empirical study of the seemingly metaphysical properties that govern biological thought, and resultant innovation is thereby increasingly attainable. In the current context, researchers strive to demonstrate the implications of educational inquiry in sustainable academic advancement and engender a series of modular lesson plans and inquiry-based experiments by which summative conclusions as to the nature of foundational neuroscience may be perceived and drawn. Data representative of a plethora of biological systems, e.g., sensorimotor, visual, and perceptual pathways will be collected following student completion of the aforementioned educational investigations, and subsequent analyzation and consolidation permits an enhanced understanding of neurological phenomena while simultaneously enabling school-age students to collaboratively pursue distinctive intellectual interests by means of an inquiry-based and interdisciplinary attitude towards learning.