A critical study on the researches about the application of neurotechnology in education

References

• Bartoszeck A, Bartoszeck F. How in-Service teachers perceive neuroscience as connected to education: an exploratory study. Europ J Educ Res. 2012;4(1):301.
   Google Scholar
• White S, Richey JA, Gracanin D, et al. The promise of neurotechnology in clinical translational science. Clin Psycholog Sci. 2015;3(5):797–815. doi: 10.1177/2167702614549801.
   PubMedGoogle Scholar
• Ferreira RA, Rodríguez C. Effect of a science of learning course on beliefs in neuromyths and neuroscience literacy. Brain Sci. 2022;12(7):811. doi: 10.3390/brainsci12070811.
   PubMed Web of Science ®Google Scholar
• Bruer JT. Education and the brain: a bridge too far. Educ Res. 1997;26(8):4. doi: 10.2307/1176301.
   Google Scholar
• Bruer JT, Points Of V. On the implications of neuroscience research for science teaching and learning: are there any? CBE Life Sci Educ. 2006;5(2):104–110. doi: 10.1187/cbe.06-03-0153.
   PubMedGoogle Scholar
• Varma S, Schwartz DL. How should educational neuroscience conceptualise the relation between cognition and brain function? Mathematical reasoning as a network process. Educ Res. 2008;50(2):149–161. doi: 10.1080/00131880802082633.
   Web of Science ®Google Scholar
• Goswami U. Principles of learning, implications for teaching: a cognitive neuroscience perspective. J Philos Educ. 2008;42(3-4):381–399. doi: 10.1111/j.1467-9752.2008.00639.x.
   Web of Science ®Google Scholar
• Jensen EP. A fresh look at brain-based education. Phi Delta Kappan. 2008;89(6):408–417. doi: 10.1177/003172170808900605.
   Web of Science ®Google Scholar
• Müller E. Neuroscience and special education. In Forum – an Analysis of a Critical Issue in Special Education. 2011;2.
   Google Scholar
• Robey A, Dougherty MR. Neuroscience and education: a bridge astray? Curr Dir Psychol Sci. 2018;27(6):401–406. doi: 10.1177/0963721418794495.
   Web of Science ®Google Scholar
• Haga S. Neuroscience in the classroom: understanding how new information is processed. PanSIG Journal. 2017:51.
   Google Scholar
• Dubinsky JM, Roehrig G, Varma S. A place for neuroscience in teacher knowledge and education. Mind Brain Educ. 2022;16(4):267–276. doi: 10.1111/mbe.12334.
   Web of Science ®Google Scholar
• Redick TS, Shipstead Z, Harrison TL, et al. No evidence of intelligence improvement after working memory training: a randomized, placebo-controlled study. J Exp Psychol. 2013;142(2):359–379. doi: 10.1037/a0029082.
   Google Scholar
• Roberts G, Quach J, Spencer-Smith M, et al. Academic outcomes 2 years after working memory training for children with low working memory: a randomized ­clinical trial. JAMA Pediatr. 2016;170(5):e154568. doi: 10.1001/jamapediatrics.2015.4568.
   PubMed Web of Science ®Google Scholar
• Kellner D. Toward a critical theory of education democracy and nature. 2003;9(1):402. https://pages.gseis.ucla.edu/faculty/kellner/essays/towardcriticaltheoryofed.pdf.
   Google Scholar
• Kellner D. Critical Theory Today: revisiting the Classics. 2009. http://www.gseis.ucla.edu/faculty/kellner/kellner.html.
   Google Scholar
• Harney B. Critical theory. Wiley encyclopedia of management. Hoboken: John Wiley & Sons, Ltd. 2014.
   Google Scholar
• Agger B. Critical theory, poststructuralism, postmodernism: their sociological relevance. Annu Rev Sociol. 1991;17(1):105–131. doi: 10.1146/annurev.so.17.080191.000541.
   Google Scholar
• Darvazeh S, Nateghi M, Hasham Rezaei F. M. Analysis and review of critical theory in the curriculum. Iran J Educ Sociol. 2017;1(4):175.
   Google Scholar
• Masselos J. Neurotechnology. Technology Network. 2024; February 2:2. https://www.technologynetworks.com/neuroscience/articles/neurotechnology-358488.
   Google Scholar
• Valencia MB, Calderón L. Neurotechnologies: the need for an ethical commitment in their implementation. Revista Ces Psicologia. 2015;8:2.
   Google Scholar
• Rommelfanger KS, Jeong SJ, Ema A, et al. Neuroethics questions to guide ethical research in the international brain initiatives. Neuron. 2018;100(1):19–36. PMID: 30308169 doi: 10.1016/j.neuron.2018.09.021.
   PubMed Web of Science ®Google Scholar
• Müller O, Rotter S. Neurotechnology: current developments and ethical issues. Front Syst Neurosci. 2017;11:93. doi: 10.3389/fnsys.2017.00093.
   PubMed Web of Science ®Google Scholar
• Mathieson K, Denison T, Winkworth-Smith C. A transformative roadmap for neurotechnology in the UK. Innovation Network. 2021;11. https://iuk.ktn-uk.org/wp-content/uploads/2021/06/A-transformative-roadmap-for-neurotechnology-in-the-UK.pdf.
   Google Scholar
• Zambrano KCD, Vera LSL, Zambrano-Romero MG, et al. Educational neurotechnology in attention to the specific needs of higher basic general education students. Palarch’s J Archaeol Egypt/Egyptol. 2021;18(10):947–948.
   Google Scholar
• Calderón-Delgado L, Barrera-Valencia M, Noriega I, et al. Contributions from functional neuroimaging studies to the comprehension of traumatic child experiences: preliminary findings. Rev. CES Psico. 2021;14:3.
   Google Scholar
• Carew TJ, Magsamen SH. Neuroscience and education: an ideal partnership for producing Evidence-Based solutions to guide 21st century learning. Neural Sci. 2010;67(10):685.
   Google Scholar
• Zadina JN. The emerging role of educational neuroscience in education reform. Psicologí a Educativa. 2015;21(2):73.
   Google Scholar
• Freeborn A. The history of the brain and mind sciences. History Hum Sci. 2019;32(3):145–154. doi: 10.1177/0952695118815554.
   Web of Science ®Google Scholar
• Hetzel P. Neurotechnology: scientific and ethical challenges. Science and technology briefings – briefing 32. Parliamentary Office for Scientific and Technological Assessment. 2022:1–4.
   Google Scholar
• Dikker S, Wan L, Davidesco I, et al. Brain-to-brain synchrony tracks Real-World dynamic group interactions in the classroom. Curr Biol Report. 2017;27(9):1375–1380. doi: 10.1016/j.cub.2017.04.002.
   PubMed Web of Science ®Google Scholar
• Babini MH, Kulish VV, Namazi H. Physiological state and learning ability of students in normal and virtual reality conditions: complexity-Based analysis. J Med Internet Res. 2022;22(6):e17945. doi: 10.2196/17945.
   Web of Science ®Google Scholar
• Zekia CP. The importance of non-verbal communication in classroom management. Procedia Social and Behavioral Sciences. 2009.
   Google Scholar