Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.8
2.7
Journals
Brain Sciences
Special Issues
Advances in Educational Neuroscience: Current Status and Future Directions
share announcement

Advances in Educational Neuroscience: Current Status and Future Directions

A special issue of Brain Sciences (ISSN 2076-3425). This special issue belongs to the section "Developmental Neuroscience".

Deadline for manuscript submissions: 15 March 2025 | Viewed by 1351

Special Issue Editors

Dr. Antonio Luque De La Rosa

E-Mail Website
Guest Editor
Departamento de Educación, Universidad de Almería, Carretera Sacramento s/n, 04120 Almeria, Spain
Interests: attention to diversity; social and educational inclusion, special educational needs
Special Issues, Collections and Topics in MDPI journals
Dr. Alejandro Vargas Serrano

E-Mail Website
Guest Editor
Departamento de Educación, Universidad de Almería, Carretera Sacramento s/n, 04120 Almeria, Spain
Interests: social inclusion; educational practices; music education; tutorial action; humanities and social sciences; teacher training
Prof. Dr. Celia Gallardo Herrerías

E-Mail
Guest Editor
Departamento de Educación, Universidad de Almería, Carretera Sacramento s/n 04120, Almeria, Spain
Interests: clinical characteristics of individuals with Autism Spectrum Disorder (ASD); social and educational performance; immediate socio-familial environment

Special Issue Information

Dear Colleagues,

This Special Issue titled “Advances in Educational Neuroscience: Current State and Future Directions” focuses on the most recent developments in the field of educational neuroscience. Over the past years, neuroscience has provided new insights into how the brain learns and develops, significantly impacting educational practices. The aim of this Special Issue is to explore how these advances can be applied to enhance education, particularly in the context of student diversity.

We aim to present cutting-edge research that offers new perspectives on integrating neuroscientific discoveries into effective pedagogical strategies. We invite submissions that address both practical applications and innovative theories, providing both theoretical and empirical approaches on how neuroscience can enrich educational practice and foster an inclusive environment tailored to the needs of all students.

Dr. Antonio Luque De La Rosa
Dr. Alejandro Vargas Serrano
Prof. Dr. Celia Gallardo Herrerías
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Brain Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • educational neuroscience
  • cognitive development
  • pedagogical strategies
  • student diversity
  • inclusive learning
  • neuroscientific applications
  • educational research
  • neuroscience-based interventions
  • innovative educational practices
  • theoretical and empirical approaches

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

Further information on MDPI's Special Issue polices can be found here.

Published Papers (2 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

14 pages, 2079 KiB  
Article
The Problem with Time: Application of Partial Least Squares Analysis on Time-Frequency Plots to Account for Varying Time Intervals with Applied EEG Data
by Jessie M. H. Szostakiwskyj, Filomeno Cortese, Raneen Abdul-Rhaman, Sarah J. Anderson, Amy L. Warren, Rebecca Archer, Emma Read and Kent G. Hecker
Brain Sci. 2025, 15(2), 135; https://doi.org/10.3390/brainsci15020135 - 30 Jan 2025
Viewed by 368
Abstract
Background/Objectives: When attempting to study neurocognitive mechanisms with electroencephalography (EEG) in applied ecologically valid settings, responses to stimuli may differ in time, which presents challenges to traditional EEG averaging methods. In this proof-of-concept paper, we present a method to normalize time over unequal [...] Read more.
Background/Objectives: When attempting to study neurocognitive mechanisms with electroencephalography (EEG) in applied ecologically valid settings, responses to stimuli may differ in time, which presents challenges to traditional EEG averaging methods. In this proof-of-concept paper, we present a method to normalize time over unequal trial lengths while preserving frequency content. Methods: Epochs are converted to time-frequency space where they are resampled to contain an equal number of timepoints representing the proportion of trial complete rather than true time. To validate this method, we used EEG data recorded from 8 novices and 4 experts in veterinary medicine while completing decision-making tasks using two question types: multiple-choice and script concordance questions used in veterinary school exams. Results: The resulting resampled time-frequency data were analyzed with partial least squares (PLS), a multivariate technique that extracts patterns of data that support a contrast between conditions and groups while controlling for Type I error. We found a significant latent variable representing a difference between question types for experts only. Conclusions: Despite within and between subject differences in timing, we found consistent differences between question types in experts in gamma and beta bands that are consistent with changes resulting from increased information load and decision-making. This novel analysis method may be a viable path forward to preserve ecological validity in EEG studies. Full article
(This article belongs to the Special Issue Advances in Educational Neuroscience: Current Status and Future Directions)
►▼ Show Figures

Figure 1

14 pages, 862 KiB  
Article
Neuroscience Literacy and Academic Outcomes: Insights from a University Student Population
by Abeer F. Almarzouki, Arzan I. Alqahtani, Jumana K. Baessa, Dhuha K. Badaood, Rwdyn R. Nujoom, Raneem W. Malibari, Elaf M. Aljared and Reema S. Alghamdi
Brain Sci. 2025, 15(1), 44; https://doi.org/10.3390/brainsci15010044 - 4 Jan 2025
Viewed by 708
Abstract
Background/Objectives: There is growing interest in neuroscience-informed education, as well as neuroscience-derived strategies that maximise learning. Studies on neuroscience literacy and neuromyths, i.e., understandings or misconceptions about the brain, have primarily focused on their prevalence in educators, and few studies have examined their [...] Read more.
Background/Objectives: There is growing interest in neuroscience-informed education, as well as neuroscience-derived strategies that maximise learning. Studies on neuroscience literacy and neuromyths, i.e., understandings or misconceptions about the brain, have primarily focused on their prevalence in educators, and few studies have examined their impact on students’ study habits or academic performance. Methods: To address this gap, we surveyed 576 university students in different academic programmes to investigate the relationship between neuromyths and academic outcomes in university students. In this quantitative, cross-sectional study design, we used a validated neuroscience knowledge survey and the Revised Two-factor Study Process (R-SPQ-2F) Questionnaire. We also inquired about students’ interest in, exposure to, and awareness of neuroscience, as well as their academic grades. Results: Students showed significant awareness of and interest in neuroscience; this was highest among students in health science programmes and lowest among students in computer and engineering programmes. The most common sources of general neuroscience knowledge were internet articles. Higher neuroscience literacy was associated with higher interest in neuroscience and having taken more neuroscience courses. Neuromyth scores were also better among those with higher neuroscience literacy scores. Higher neuroscience literacy scores were significantly associated with higher grades, higher surface strategy scores, and lower surface motive study habits. Conclusions: Our study sheds light on the variations in foundational neuroscience literacy among students in different academic programmes. It also provides insight into how this foundation affects academic performance and study habits. This insight may help guide educational policymakers to adopt neuroscience-based strategies that may be beneficial for learning. Full article
(This article belongs to the Special Issue Advances in Educational Neuroscience: Current Status and Future Directions)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-2
Back to TopTop