Bridging Educational Neuroscience and Practice: The Critical Role of Educational and School Psychology

Abstract

Summary: Why Educational Neuroscience Needs Educational and School Psychology to Effectively Translate Neuroscience to Educational Practice Student’s Name Institution Affiliation Instructor’s Name Introduction Research on the relationship between research and practice is minimal. The concept of neuroscience has faced critics for its minimal focus on educational practice. Neuroscience psychology is an emerging discipline, and through this article, Wilcox et al. try to establish the relationship between research and practice. The scientific study of the mind and the brain are indispensable. Educational psychology is a necessity in improving school learning and school processes. The authors assert that the concept of educational neuroscience needs to be bridged. There is a deficit due to its traditional practices. The authors allude that classrooms are not neuroscience testing spaces. There is a need to implement training and new research roles to incorporate research and practice. The education and school psychologists possess untapped knowledge and talent in bridging a gap in neuroscience psychology since they possess the bilingual skills necessary to address the problem. The authors address the bridge between educational neuroscience and practice asserting that educational and school psychologists have been absent in promoting research and practice in neuroscience psychology. Summary of the findings of the article. This research aims to see that neuroscience psychology moves forward by enhancing educational practice. Neuroscience psychology bases its constructs on cognitive practices such as memory and attention. There is a need for basic educational systems such as assessments, interventions, prevention, and progress monitoring to improve this field. Incorporating education and school psychology practices into neuroscience psychology is not easy since there are barriers to them. Theoretical barriers are a significant obstacle due to their prescriptive nature, whilst educational psychology is descriptive. Experiments are necessary to alienate complexity and confinements in classrooms, limiting practice. Wilcox et al. argue that research that encompasses practice simplifies the environment at utmost control. Translational barriers are evident in neuroscience psychology. These barriers result in changing perspectives in which phenomena are viewed. The authors allude that the translational barrier can be overcome by each field trying to preserve its creativity without altering the laws of another field. Translation can be improved by embracing various pedagogies that harmonize the relationship between both fields. There is limited support in bridging the gap in neuroscience psychology, such as a lack of support from the administration, technical support in implementing new practices, and limited training. Collaboration between various bodies can be a stepping stone to evidence-based practices. The authors allude that schools in proximity to universities have an opportunity to research and practice. The...