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METHODOLOGY IN NEUROEDUCATIONAL RESEARCH - Coggle Diagram
METHODOLOGY IN NEUROEDUCATIONAL RESEARCH
1) INTRODUCTION
The study of relationship between neuroscience and education is characterised by a
methodology
not clear
(limits and difficulty in traslating)
There are different types of study to relate each others
Scientific studies
Bridging studies
Practice-based studies
2) EVIDENCE
Three types of evidence
Biological
Social
Experiental
From evidence to different
techniques
, but not simple
one-to-one correspondence
(interdisciplinary nature of educational neuroscience)
2) NEUROEDUCATIONAL TECHNIQUES
Recording biological evidence
fMRI
Advantages
High spatial resolution
Limits
Low temporal resolution
Not invasive but need to ensure safety
BOLD signal is small and need to be repeated
To control variables not resamble the real learning experience
PET
Advantages
studyinf diffusion of specific neurotrasmitters
Limits
Poor temporal resolution
Worst spatial resolution than fMRI
Radioactive, so usable few times
MEG
Advantages
High temporal resolution
Limits
Requires temporal synchrony
Not good spatial resolution
Most expensive technique
EEG
Advantages
High temporal resolution
Frequency analysis of waveforms associated with cognitive functions
ERP
Chepest technique and most portable
Most confortable and least intimidating
Limits
Poor spatial resolution (less than MEG)
Body-based phsysiological signals
To study the emotional response (somatic-marker hypothesis) but nothing more about mental processes
Recording social evidence
Behavioural datas and field notes about social contexts (qualitative and quantitative methods)
Acceptability depends on possibility to collect assumptions before data collection (difficult in "real word" setting)
Necessity to code qualitative datas to understand the common meaning
Techniques for recording experiental evidence
Understanding the perspective of partecipants depends on technique used (conversation-like interviews better than structured multiple-choice
Importance of adopting the partecipant's observation and in action research methods this is the point
There is possibility to quantify these datas and in this way avoid the resistence towards statistical analysis
Techniques for recording evidence of learning
Both of them
3) NEUROEDUCATIONAL METHODS
Experimental methods
of
cognitive neuroscience
fMRI and
contrast method
Practical example of
Simon et al. research
about role of parietal lobe in different tasks (specific near areas related to finger calculation
Invention of other sophisticated models like
Dynamic causal modelling approaches
Experimental methods
of
cognitive psychology
Important also alone to discover the brain-mind-behaviour relationship (also to improve biological basis)
Practical example of relationship between numbers (math tutoring) and fingers (finger gnosis)
Determines the require of more question
The
controlled situation
determines a lack of authenticity
Interpretive methods
of investigation
To understand social evidence such as the teacher-pupil interaction
Sociocultural discourse analysis
Trying to study the relationship between language and society (language as a tool dependent on type of talk generated)
A pratical example is the study of
Mercer et Al.
about training children's ability to talk and reason together
Heavily situated, so less generalizable
Importance in relating these datas to the scientific concepts of brain functioning
Experiential methods of investigation
Trying to understand the
participants' experiences
focusing on the common
set of meanings
about reality shared by partecipants
Difficult relationship between using appropriate codes and interpretation
GROUNDED THEORY ANALYSIS
Trying to use appropriate codes in the
analysis process itself
, not eliminating the
researcher perspective
and involving the
partecipants
to understand their insider perspective
Pratical example in the
study of ADHD
and the knowledge of young suffers of this about their behavioural problems
Theoretical sampling
is applied (data collection and analysis is simultaneously)
Partecipants
consulted about the findings and their views
Discovered a reciprocal relationship between young ADHD and
social environment
Demonstrates the importance to keep in consideration the perspective of younger people
The last element to understand the
ACTION RESEARCH
Importance of teacher and student's perspective and their
contribution
on that. This
reflective practice
is favorited by the
co-construction of concepts
(favoured by presence of expertise
Reasume
of the methods
Do not include very well the
istitutionally-based changes
The before and after educational practice condition is derived from
subjective opinions
Difficulties in
transferability
4) NEUROEDUCATIONAL STUDY DESIGN
Scientific studies
Importance in considering the educators perspective (ex. to garantee ecological validity)
Qualitative datas are often ignored, but for the educational relevance are important (for example possible application of a scientific result in the real world learning)
Bridging studies
The aim to connect scientific studies (neuroimaging) and educational practice creates the problem of combining experimental control and ecological validity
Problems with these compromises but this interdisciplinary approach is necessary and benefit all stages of research
Even if there are different standards, let to understand better the reality of education
Practice-based studies
Pedagogical concepts require valid interpretation of the science, that needs these concepts and not ignore for esigences of scientists (ex. publicating experimental research)