How In-Service Teachers Perceive Neuroscience as Connected to Education: An Exploratory Study
APA 6th edition
Bartoszeck, A.B., & Bartoszeck, F.K. (2012). How In-Service Teachers Perceive Neuroscience as Connected to Education: An Exploratory Study. European Journal of Educational Research, 1(4), 301-319. doi:10.12973/eu-jer.1.4.301
Bartoszeck A.B., and Bartoszeck F.K. 2012 'How In-Service Teachers Perceive Neuroscience as Connected to Education: An Exploratory Study', European Journal of Educational Research , vol. 1, no. 4, pp. 301-319. Available from: https://dx.doi.org/10.12973/eu-jer.1.4.301
Chicago 16th edition
Bartoszeck, Amauri Betini and Bartoszeck, Flavio Kulevicz . "How In-Service Teachers Perceive Neuroscience as Connected to Education: An Exploratory Study". (2012)European Journal of Educational Research 1, no. 4(2012): 301-319. doi:10.12973/eu-jer.1.4.301
This exploratory study is concerned about the extent to which a sample of 163 pre-school, primary and secondary Brazilian school teachers, expressed their opinion on how neuroscience might help their teaching and pupils´ learning. Evaluation instruments for Brazilian pupils were analysed. Two questionnaires were completed by the teachers. Results of a quantitative analysis indicated that in general teachers believe that neuroscience may contribute to the teaching and learning of their subject matter. An outline for an elective neuroscience and education course is presented. Educational implications are discussed.
Keywords: Teaching, learning, educational neuroscience, teachers
Abramson, C. I. (1990). Invertebrate learning: a laboratory manual and source book. Washington, D. C.: American Psychological Association.
Abramson, C. I. (1994). A primer in invertebrate learning: the behavioral perspective. Washington, D. C.: American Psychological Association.
Allman, J. M. (2000). Evolving brains. New York: Scientific American Library.
Anderson, O. R. (1992). Some interrelations between constructivist models of learning and current neurobiological theory, with implications for science education. Journal of Research in Science Teaching, 29(10):1037-1058.
Barrett, L., Dunbar, R., Lycett, J. (2002). Human evolutionary psychology. Houndmills: Palgrave MacMillan.
Bartoszeck, A. B. (2005). Promovendo a resolução de “casos” (case-method) em Terapia Educacional, Revista Uniandrade, 6(2):93-105. (Promoting case-method use in Occupational Therapy).
Bartoszeck, A. B. (2006). Neurociência na Educação. Revista Eletrônica Faculdades Integradas Espírita, 1:1-6.
Bartoszeck. A. B., Abramson, C. I., Place, A. J. (2005). Perception of students in the south of Brazil of status of Psychology as a science. Psychological Reports, 97:750-756.
Bayley, D. B., Bruer, J. T., Symons, F. J., Lichtman, J. W. (2001). Critical Thinking about critical periods. Baltimore; Paul H. Brookes Publishers.
Berninger, V. W., Corina, D. (1998). Making cognitive neuroscience educationally relevant: creating bidirectional collaborations between educational psychology and cognitive neuroscience. Educational Psychology Review, 10(3):343-354.
Black, I. B. (1991). Information in the brain: a molecular perspective. Cambridge: The MIT Press.
Blake, P. R., Gardner, H. (2007). A first course in mind, brain and education. Mind, Brain, and Education, 1(2): 61-65.
Blakemore, S-J., Frith, U. (2005). The learning brain; lessons for education. Oxford: Blackwell Publis.
Bloom, p. (2004). Descartes´baby: how the science of child development explains what makes us human. New York: Basic Books.
Bonamino, A., Franco, C. (1999). Cadernos de Pesquisa, Exame National do Ensino Médio (ENEN Test:High School National Exammination)
Börsch-Haubold, A. (2006). Sleep and learning. Science in school. 3:1-8.
Bransford, J. D., Brown, A., Cocking, R. R. (2000). [Eds.]. How people learn: brain, mind, experience, and school. Washington, D. C.: National Academy Press.
Braud, M., Reiss, M. (2004). [Eds]. Learning science outside the classroom. London: RoutledgeFalmer.
Brinzedine, L. (2006): The female brain. New York: Broadway Books.
Brown, R. D., Bjorklund, D. F. (1998). The biologizing of cognition, development and education: approach with cautious enthusiasm.
Bruer, J. T. (1997). Education and the brain: a bridge too far. Educational Researcher, 26(8):4-16.
Bruer, J. T. (1998). Brain science, brain fiction. Educational Leadership, 26(8):14-18.
Bruer, J. T. (2001). A critical and sensitive period primer. In Bailey, D. B. et al., Critical thinking about critical periods. Pp. 3-36. Baltimore; P.H. Brookes Publishers.
Bruer, J. T. (2002). Avoiding the pediatrician´s error: how neuroscientist can help educators (and themselves). Nature Neuroscience [supplement],5:1031-1033.
Buss, D. M. (2009). The great struggles of life: Darwin and the emergence of evolutionary Psychology. American psychologist, 64(2):140-148.
Butterworth, B. (1999). The mathematical brain. London: Macmillan.
Buzan, T. (2004). Tu mente em forma: princípios eficaces para desarrollar la conexión cuerpo mente. Barcelona: Ediciones Urano. [Head Strong].
Buzan, T., Buzan, B. (1994). The mind map book: how to use radiant thinking to maximize your brain´s untapped potential. New York: Dutton.
Byrnes, J. P. (2001). Minds, brains, and learning: understanding the psychological and educational relevance of neuroscientific research. New York: The Guilford Press.
Byrnes, J. P., Fox, N. A. (1998). The educational relevance of research in cognitive neuroscience. Educational Psychology Review, 10(3):297-342.
Calafate, L. C. (2002). Cognição e aprendizagem nos invertebrados. O Professor, 76(3):37-46. [Cognition and learning in invertebrates].
Calvin, W, H. (1998). Como o cérebro pensa: a evolução da inteligência, ontem e hoje. Rio de Janeiro: Editora Rocco. [How brains think: evolving intelligence, then and now].
Carvalho, G. S., Clément, P. (2007). Projeto “Educação em Biologia, Educação para a saúde e educação ambiental para melhor cidadania: análise de manuais escolares e concepções de professores de 19 paises (europeus, africanos e do próximo oriente) Revista Brasileira de Pesquisas em Educação em Ciências, 7(2):1-21. [“Biology, Health and Environmental Education for better citezenship” Project: analyses of textbooks and teachers´ conceptions from 19 countries].
Castro, C. de M. (2002). Os dilemas do ensino superior e a resposta da Faculdade Pitágoras. Belo Horizonte: Ed. Universidade. [College teaching dilemmas].
Changeaux, J-P., Connes, A. (1991). Material pensante. Lisboa; Gradiva [Matière à Pensée].
Changeux, J-P., Ricoeur, P. (2000). What make us think. Princeton: Princeton University Press.
Chedid, K. A. K. (2006). Educação e neurociências. Neurociências, 3(3):6-11.(Education and neuroscience).
Churchland, P. S. (2004). How neurons know? Deadalus, 133(1):42-50.
Churchland, P. S., (2002). Neural worlds and real words. Nature Reviews Neuroscience., 3(11):903-907.
Claxton, G. (1995). Ruídos de uma câmara escura; um estudo sobre o cérebro humano.São Paulo:Siciliano.[Noises from the darkroom; the science and mystery of the mind].
Connell, M.W. (2004). A response to John Bruer´s bridge too far. AERA Annual conference Abstract, San Diego, CA, 32p.
COSENZA, R. M., GUERRA, L. B. (2011). NEUROCIÊNCIA E EDUCAÇÃO: COMO O CÉREBRO APRENDE. PORTO ALEGRE: ARTMED (NEUROSCIENCE AND EDUCATION: HOW THE BRAIN LEARNS).
Crossland, J. (2008). The myths surrounding “brain-based” learning. SSR, 90(330):119-121.
Damásio, A. R. (1999). The feeling of what happens: body and emotion in the making of consciousness. New York: Harcourt Brace Co.
Dawkins, R. (1995). River out of Eden: a Darwinian view of life. New York: Basic Books.
De Jong, T, van Gog, T., Jenks, K., Mannlove, S., van hell, J., Jolles J., van Merrienboer, J., van Leeuwen, T., Boschloo, A. (2009). Explorations in learning and the brain on the potential of cognitive neuroscience for educational science. The Netherlands: Springer.
DeAquino, C. T. E. (2008). Como aprender: andragogia e as habilidades de aprendizagem. São Paulo: Pearson-Prentice Hall. (how to learn: andragogy and the skills of learning).
Dehaene, S. (1997). The number sense: how the mind creates mathematics. London: Penguin Books.
Dehaene, S. (2007). A few steps toward a science of mental life. Mind, Brain, and Education, 1(1):28-47.
Del Nero, H. S. (1997). O sítio da mente: pensamento, emoção e vontade no cérebro humano. São Paulo: Collegium Cognitio Ltda.[ The site of the mind]
Della Chiesa, B., Christoph, V., Hinton, C. (2009). How many brains does it take to build a new light: knowledge management challenges of a transdisciplinary project. Mind, Brain, and Education, 3(1):17-26.
Doidge, N. (2007). The brain that changes itself: stories of personal triumph from the frontiers of brain science. New York: Penguin Books.
Dudai, Y. (1989). The neurobiology of memory; concepts, findings, trends. Oxford: Oxford University Press.
Edelman, G. M. (1987). Neural Darwinism: the theory of neuronal group selection. New York: Basic Books.
Edelman, G. M. (2006). Second nature: brain science and human knowledge. New haven: Yale University Press.
Elgin, D. (1999) A dinâmica da evolução humana. São Paulo: Editora Cultrix [Awakening earth: exploring the evolution of the human culture & consciousness].
Eliot, L. (1999). What´s going on in there? –how the brain and mind develop in the first five years of life. New York: Bantan Books.
Eliot, L. (2009). Pink brain, blue brain: How small differences grow into troublesome gaps-and what we can do about it. New York: Houghton Mifflin Harcourt Publis.
Fields, R. D. (2005). Making memories stick. Scientific American, 292(2):74-81.
Fischer, K. W. (2009). Mind, brain, and education: building a scientific groundwork for learning and teaching. Mind, Brain, and Education, 3(1):2-15.
Fischer, K. W., Rose, S. P. (1998). Growth cycles of brain and mind. Educational Leadership, 56(3):56-60.
Fisher, S. E., Francks, C. (2006). Genes, cognition and dyslexia: learning to read the genome. Trends in Cognitive Sciences. 10:250-257.
Foley, R. (2003). Os humanos antes da humanidade: uma perspective evolucionista. São Paulo: Editora UNESP. [Humans before humanity].
Gazzaniga, M. S. , Ivry, R. B. (2002). Cognitive Neuroscience: the biology of the mind. New York: W. W. Norton.
Geake, J. (2004). Cognitive neuroscience and education: two-way traffic or one-way street? Westminster Studies in Education, 2791):87-98.
Geake, J. (2008). Neuromythologies in education. Educational Research, 50(2): 123-133.
Geake, J. G. (2006). Mathematical brains. Gifted and Talented, 10(1):2-7.
Geake, J. G. (2009). The brain at school: educational neuroscience in the classroom. Maidenhead: Open University Press
Geake, J., Cooper, P. (2003). Cognitive neuroscience: implications for education. Westminster Studies in Education, 26(1):720.
Geary, D. C. (2005). The origin of mind: evolution of brain, cognition and general intelligence. Washington: American Psychological Association.
Given, B. K. (1998). Food for thought. Educational Leadership, 56(3):68-71.
Goldberg, E. (2001). The executive brain: frontal lobes and the civilized mind. New York: Oxford University Press.
Golombek, D. A., Cardinalli, D. P. (2008). Mind, brain, education, and biological timing. Mind, Brain, and Education, 2(1):1-6.
Gómez-Pinilla, F. (2008). Brain foods; the effects of nutrients on brain function. Nature Reviews Neuroscience, 9:569-578.
Goodenough, J. A., McGuire, B. A., Wallace, R. A. (2007). Interactive physiology for biology of humans: concepts, applications and issues. London: Benjamin-Cummings Publis.
Gopnik, A. (2009). The philosophical baby; what children´s mind tell us about truth, love, and the meaning of life. New York: Farrar, Straus and Giroux.
Gopnik, A., Meltzoff, A. N., Kuhl, P. K. (1999). The scientist in the crib; what early learning tell us about the mind. New York: Perennial.
Goswani, U. (2004). Neuroscience and education. British journal of Educational psychology. 74:1-14.
Greenfield, S. A. (1996). The human mind explained: an owner´s guide to the mysteries of the mind. New York: Henry Holt Co.
Griffith, L. C., Rosbash, M. (2008). Sleep: hitting the reset button. Nature Neuroscience, 11(2):123-124.
Grigorenko, E. L. (2007). How can genomics inform education. Brain , Mind, and Education, 1(1):20-27.
Guerra, L. B., Pereira, A. H., Lopes, M. Z. (2004). Neuroeduca: inserção da neurobiologia na educação. Anais 7º Encontro de Extensão. Belo Horizonte, Pp 1-7. (neuroeducation: introducing neurobiology to education).
Hardiman, M., Magsamen, S., McKhann, G., Eilber, J. (2009). Neuroeducation: learning, arts, and the brain. New York: Dana Press.
Hebb, D. O. (2002/1949). The organization of behavior: a neuropsychological theory.
Herculano-Houzel, S. (2002). Do you know your brain/ A survey on public neuroscience literacy at the closing of the decade of the brain. The Neuroscientist, 8(2):98-110.
Howard-Jones, P. (2010). Introducing neuroeducational research: neuroscience, education and the brain from contexts to practice. London: Routledge.
Howard-Jones, P. A. (2007). Neuroscience and education: issues and opportunities. London: Teaching and learning Research Programme.
Immordino-Yang, M. H., Damásio, A. (2007). We feel, therefore we learn: the relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1):3-10.
Ireland, V. E. (2007). [Ed.] Repensando a escola: um estudo sobre os desafios de aprender a ler e escrever. Brasília: UNESCO/INEP. [Re-thinking school].
Izquierdo, I. (2002) Memória. Porto Alegre: ArtMed Editora. [Memory].
Izquierdo, I. (2004)a. A arte de esquecer: cérebro, memória e esquecimento. Rio de Janeiro: Vieira & Lent. [The art of forgetting; brain, memory and forgetting].
James, A. N. (2007).The teaching the male brain: how boys think, feel and learn in school. Thousand Oaks: Corwin Press
Janassen, D. H., Beissner, K., Yacci, M. (1993). Structural knowledge: techniques for representing, conveying and acquiring structural knowledge. Hillsdale: Lawrence ErlBaum Associates.
Johnston, V. S. (1999). Why we feel: the science of human emotions. Cambridge: Perseus Books.
Kachar, V.(2001). [Ed.] Longevidade: um novo desafio para a educação. (Longevity: a new challenge for education).
Kandel, E. R., Schwartz, J. H., Jessell, T. M. (2000). Principles of neural science, New York, NY: McGraw-Hill.
Kapit, W., Macey, R. I. Meisami, E. (2000). The Physiology coloring book, p.p. 15-30; 83-112. San Francisco: Addison Wesley Longman.
Kelso, J. A. S. (1995). Dynamic patterns: the self-organization of brain and behavior. Cambridge: The MIT Press.
Koizumi, H. (2004). The concept of developing the brain: a new science of learning and education. Brain & Development, 26:433-441.
Krampen, M. (1991). Children´s drawings: iconic coding of the environment. New York: Plenum Press.
Le Doux, J. (1996). The emotional brain: the mysterious underpinnings of emotional life. New York: Touchstone.
LeDoux, J. (2002). Synaptic self: how our brains become who we are. New York: Viking Penguin.
Lent, R. (2001). Cem bilhões de neurônios: conceitos fundamentais. São Paulo: Editora Atheneu.(A hundred billions of neurons: fundamental principles).
Lieury, A. (1997). A memória: do cérebro à escola. São Paulo: Editora Ática. [La mémoire, du cerveau à l´école].
Livingston, R. B. (1973). Neuroscience and education. Prospects, 3(4):415-437.
Lowery, L. (1998). How new science curricula reflect brain research. Educational Leadership, 56(3):26-30.
Lundy-Ekman, L. (2004). Neurociência: fundamentos para a reabilitação. Rio de Janeiro: Elsevier Editora. [Neuroscience: Fundamentals for Rehabilitation].
MacNeilage, P. F., Rogers, L. J., Vallortigara, G. (2009). Origins of the left & right brain. Scientific American, 301(1):48-55.Mahwah: Laurence Erlbaum Publishers.
Margulies, N. (1991). Mapping inner space. Learning and teaching mind mapping. Tucson: Zephyr Press.
Markram, K., Markram, H. (2010). The intense world theory- a unifying theory of the neurobiology of autism. Frontiers in Human Neuroscience, 4(224):1-29.
Mayr, E. (1997). This is Biology: the science of the living world. Cambridge: The Belknap Press.
McGilly, K. (1996). Classroom lessons: integrating cognitive theory and classroom practice. Cambridge: The MIT Press.
McKnight, K. S., Walberg, H. J. (1998). Neural network analysis of student essays. Journal of Research & Development in Education, 32(1):26-31.
McNeal, A. P., D´Avanzo, C. (1997). [Eds.] Student-active science: models of innovation in college science teaching. Forth Worth: Saunders College Publs.
Medina, J. (2008). Brain rule; 12 principles for surviving and thriving at work, home, and school. Seattle: Pears Press.
Menna-Barreto, L., Wey, D. (2008). Time constrains in the school environment: what does a sleepy student tell us? Mind, Brain, and Education, 2(1):24-28).
Michael, J. A., Modell, H. I. (2003). Active learning in secondary and college science classrooms. Mahwah: Lawrence Erlbaum Publishers.
Michael, J. A., Rovick, A. A. (1999). Problem solving in Physiology. Upper Saddle River: Prentice Hall.
Mintzes, J. J., Leonard, W. H. (2006). [Eds.] Handbook of college science teaching. Arlington: NSTA Press.
Morales, B. L., Abramson, C. I., Nain, S., Aleixo S. Jr., Bartoszeck, A. B. (2005). Status of Psychology as a science; undergraduate students perceptions. Psychological Reports, 96:109-114.
Moyes, C. D., Schulte, P. M. (2006). Principles of animal physiology. San Francisco: Benjamin Cummings.
Mussak, E. (1999). Cérebro de Estudante: e você sempre será um. Campinas, SP: Gráfica e Editora Paes.( Pupils´brains: you shall always have one).
Nickel, M. (2010). Evolutionary emergence of synaptic nervous system: what can we learn from non-synaptic, nerveless Porifera? Invertebrate Biology, 129(1):1-16.
Nomura, T. (2010). Toward integration of biological and physiological functions at multiple levels. Frontiers of Physiology, 1(164):1-7.
Novak, J. D. (1998). Learning, creating and using knowledge: concept maps as facilitative tools in schools and corporations. Mahwah: Lawrence Earlbaum.
Norton, E. S., Kovelman, I., Petitto, L-A. (2007). Are there separate neural systems for spelling? New insights into the role of rules and memory in spelling from functional magnetic resonance imaging. Mind, Brain, and Education, 1(1):48-59.
Novak, J. D. (1998). Learning, creating and using knowledge: concept maps as facilitative tools in schools and corporations. Mahwah: Lawrence Earlbaum Associates.
O´Boyle, M. W. (2005). Mathematically gifted male adolescents activate unique brain network during mental rotation. Cognitive Brain Research, 25:582-587.
Peixoto Costa, K. C. Q., Linhares, M. P. (2010). Novo ENEM: o que mudou? Uma investigação dos conceitos de Física abordados no Exame, XII Encontro de pesquisa em ensino de Física, Águas de Lindóia, SP: 1-12. (What changed in the new ENEM).
Penn, D. C., Holyoak, K. J., Povinelli, D. J. (2008). Darwin´s mistake: explaining the discontinuity between human and nonhuman minds. Behavioral and Brain Sciences, 31(2):109-178.
Pickering, S. J., Howard-Jones, P. (2007). Educators´views on the role of neuroscience in education; findings from a study of UK and international perspectives. Mind, Brain, and Education, 1(3):109-113.
Plomin, R., Kovas, Y., Harworth, C. M. (2007). Generalist genes: genetic links between brain, mind, and education. Mind. Brain, and Education,1(1):11-19.
Pozo, J. I. (2005). Aquisição de conhecimento: quando a carne se faz verbo. Porto Alegre: ArtMed Editora. [Adquisición de conocimento; quando la carne se hace verbo].
Purpura, P.D. (1992). A neuroscience curriculum. Em: Marston, R. Q., Jones, R. M. (eds). Medical Education in transition. Pp. 58-66. Princeton, NJ: Robert Wood Johnson Foundation.
Purves, D., Augustine, G. J., Fitzpatrick, D., Katz, L. C., La Mantia, A-S., McNamara, J. O. (1997). Neuroscience. Sunderland, MA: Sinauer Associates.
Ramos, C. (2002). O despertar do gênio: aprendendo com o cérebro inteiro. Rio de Janeiro, RJ: Qualitymark Editora. (Awaking the genius: learning with the whole brain).
Relvas, M. P. (2009). Neurociências na educação: potencialidades dos gêneros humanos na sala de aula. Rio de Janeiro: Wak Editora.( Neuroscience and education: human beings capacity in school settings).
Reynolds, S. (2000). Learning is a verb: the psychology of teaching and learning. Scottsdale: Holcomb Hathaway Publ.
Rocha, A. F. da (1999). O cérebro: um breve relato de sua função. Jundiaí, SP: EINA. (The Brain: a short report on its function).
Rocha, A. F. da, Rocha, M. T. (2000). O cérebro na escola. Jundiaí: EINA. (The brain at school).
Rose, S. (1992). The making of memory: from molecules to mind. New York: Anchor Books.
Rosenfield, I. (1988). The invention of memory: a new view of the brain. New York: Basic Books.
Rushton, S. P., Eitelgeorge, J., Zickafoose, R. (2003). Connecting Brian Cambourne´s conditions of learning to learning theory to brain/mind principles: implications for early childhood educators. Early Childhood Education Journal, 31(1):11-21.
Rushton, S., Juola-Rushton, A., Larkin, E. (2010). Neuroscience, play and early childhood education: connections, implications and assessment. Early Childhood Education Journal, 37(5): 351-361.
Rushton, S., Larkin, E. (2001). Shaping the leraning environment: connecting developmentally appropriate practices to brain research. Early Childhood Education Journal, 29(1):25-33.
Saavedra, M. A. (2002). Algumas contribuiciones de las neurociencias a la educacion. Revista Enfoques Educacionales, 4(1):65-73.
Scaldaferri, P. M., Guerra, L. B. (2002). A inserção da neurobiología na educação. Anais X Semana de Iniciação Científica. Belo Horizonte, Pp 61. (Introducing neurobiology to education).
Schwartz, M. (2009). Cognitive development and learning: analysing the buildings of skills in classrooms. Mind, Brain, and Education, 3(4):198-208.
Selçuk, G. S., Çaliskan, S., Erol, M. (2007). The effects of gender and grade levels on Turkish physics teacher candidates´problem solving strategies. Journal of Turkish Science Education, 4(1):92-100.
Shepherd, G. M. (1990). [Ed.] The synaptic organization of the brain. New York: Oxford University Press.
Shepherd, G. M. (1994). Neurobiology. New York: Oxford University Press.
Simons, U. M. (2003). Blocos lógicos. Curitiba:Hubertus.(Logic blocks).
Smilkstein, R. (2003). We´re born to learn: using the brain´s natural learning process to create today´s curriculum. Thousand Oaks: Corwin Press.
Springer, S. P., Deutsch, G. (1998). Cérebro esquerdo, cérebro direito. São Paulo: Summus Editorial. (Left brain, Right Brain).
Stanovich, K. E. (1998). Cognitive neuroscience and educational psychology: what season is it? Educational Psychology Review, 10(4): 419-426.
Strauch, B. (2010). The secret life of the grown-up brain: the surprising talents of the middle-aged mind. New York: Viking Press.
Szücs, D., Goswami, U. (2007). Educational neuroscience: defining a new discipline for the study of mental representations. Mind, Brain, and Education, 1(3): 114-127.
Thompson, R. F., Madigan, S. A. (2005). Memory: the key to consciousness. Wahtington, D. C.: Joseph Henry Press.
Trifone, J. D. (2006). To what extent can concept mapping motivate students to take a meaningful approach to learning Biology? The Science Education Review, 5(4):1-23.
Uitto, A., Juuti, K., Lavonen, J., Meisalo, V. (2006). Student´s interest in Biology and their out-of-school experiences. Journal of Biological Education, 40(3): 124-129.
Varma, S., Schwartz, D. L. (2008b). How should educational neuroscience conceptualize the relation between cognition and brain function? Mathematical reasoning as a network process. Educational Research, 50:149-161
Varma, S., McCandliss, D., Schwartz, D. L. (2008a). Scientific and pragmatic challenges for bridging education & neuroscience. Educational Researcher, 37(4):140-153.
Waltenberg, F. D. (2005). Iniqüidade educacional no Brasil. Uma avaliação com dados do PISA 2000. Economia, 6(1):67-118.( Brazil´s educational inequality Pisa data).
Westwater, A., Wolfe, P. (2000). The brain-compatible curriculum. Educational Leadership, 58(3):49-52.
Williams, L. V. (1986). Teaching for the two-sided mind: a guide to right brain/left brain education. New York: Simon & Schuster.
Willingham, D. T., Lloyd, J. W. (2007). How educational theories can use neuroscientific data. Mind, Brain, and Education, 1(3):140-149.
Willis, J. (2006). Research-based strategies to ignite student learning: insights from a neurologist and classroom teacher. Pp:1-31, Alexandria: Association for supervision and Curriculum Development.
Zambo, D., Zambo, R. (2011). Teachers´ beliefs about neuroscience and education. Teaching Educational Psychology, 7(2): 25-41.
Zardetto-Smith, A. M., Mu K., Phelps, C.L., Houtz, L. E., Royeen, C. B. (2002). Brains rule! Fun=learning=neuroscience literacy. The Neuroscientist, 8(5): 396-404.
Zaro, M. A., Rosat, R. M., Meireles, L. O. R. et al., (2010). Emergência da Neuroeducação: a hora e a vez da neurociência para agregar valor à pesquisa educacional. Ciência & Cognição, 15(1): 199-210. (Emergent neuroeducation: it is neuroscience turn to contribute to educational research).