educational neuroscience

The aim of the current research was to design and validate an electronic learning environment model based on educational neuroscience (knowledge of the mind, brain and education). The method of this mixed research was an exploratory design. First, various sources were examined and the components of the cognitive educational model were determined using the content analysis method. Then, using the Delphi method and the opinions of the judges, the components were finally approved. The statistical population in the content analysis section consisted of experts in the field of educational neuroscience, written and electronic documents and resources from domestic and foreign databases, and in the Delphi section, experts in the field of educational technology and distance learning. To search for and find all the articles related to e-learning based on neuroscience, a systematic review method was used to identify, review, evaluate and analyze the articles. This systematic review was carried out using the prism method.The selection of samples in both sections was purposeful and in the content analysis section there were 22 specialists and experts for interviews and in the Delphi section there were 15 specialists from different universities and institutions in Iran, the Netherlands and AmericThe analysis of the data obtained from the qualitative interview was also done using the inductive content analysis method and in the Delphi section using descriptive and inferential statistical methods. According to the content analysis, six categories of attention, Generation and communication, Emotion, Spacing learning, Individual-environmental factors and social factors were obtained. Also, 17 sub-components were extracted for the main classes. After analyzing the content and extracting the codes, the components and sub-components were presented in the form of a template. The results of internal validation based on experts' opinion have shown that the provided educational model has high internal validity and has the necessary effectiveness for teaching fifth grade students

The primary aim of this article is to critically examine the feasibility of integrating neuroscience and education from the perspective of the philosophy of education. It addresses the question of what kind of relationship between these two fields can be regarded as philosophically justifiable and educationally acceptable. This question is explored through conceptual analysis and a critical review of relevant interdisciplinary literature. Although neuroeducation has been institutionalized in several universities worldwide, it has also been criticized by philosophers of education, some of whom have dismissed it as another form of “neuromyth.” In response, this study examines major proposals for relating neuroscience and education and identifies three possible models: subservient, oppositional, and interactive. The article argues that the interactive approach provides the most defensible framework. To support this claim, it engages with key objections raised by philosophers of education concerning the epistemological and normative limits of neuroscience. Drawing on the work of Sidney Hook, Harry Broudy, and William Frankena, the study emphasizes the importance of grounding the philosophy of education in the scientific dimensions of educational practice. Through selected examples, the article illustrates how neuroscientific findings can contribute to clarifying educational aims, improving learning processes, and refining core concepts such as cognition and thought. Adopting a “soft dualism” perspective, it argues that philosophy of education necessarily involves both descriptive (“is”) and normative (“ought”) dimensions. The article concludes that neuroscience, by illuminating the descriptive aspects of learning and cognition, can meaningfully inform educational theory and practice without undermining their normative foundations.