Education in the City – Brain-based Learning: Fact or Fiction?

Education in the City – Brain-based Learning: Fact or Fiction?

Thursday, 14 June 2018

The Office of Education Research (OER), in partnership with the National Library Board (NLB), held the third Education in the City lecture on 8 June 2018.


Audience of the third ‘Education in the City’ Lecture


Dr Betsy Ng giving the introductory note

The third installment of this series shed light on the implications of neuroscience for education, the facts and myths associated with brain-based learning as well as how parents and educators can use evidence-based understandings of neuroscience to help children learn better. This lecture attracted a huge turnout of over 150 participants.


Dr Azilawati Jamaludin giving her presentation

The first speaker Dr Azilawati Jamaludin, OER Research Scientist, shared on the potential of every brain for significant growth throughout our lifetime and highlighted that teaching children about how learning impacts their brains’ structure and function can motivate them to strive for success at school. She also debunked popular neuromyths, such as the dominance of the left or right brain resulting in individual differences in learning styles or that the most critical period for learning is between ages 0 and 3.


Dr Mariam Aljunied giving her presentation

The second speaker Dr Mariam Aljunied, Principal Educational Psychologist at the Ministry of Education, Singapore, spoke about the potential contributions of neuroscience to education, such as in explaining why certain abilities (e.g., music, gymnastics) are more easily developed at early ages and the neural markers for educational risk. She also described the impact of intervention on the brains of children with dyslexia and the implications of neuroscience research for interventions that seek to address anti-social behaviour.


Speakers engaging with the audience

The lecture concluded with a Q&A session moderated by Dr Betsy Ng, a Research Scientist from OER’s Centre for Research in Pedagogy and Practice. Some of the questions posed to the speakers include the relationship between trauma and educational risk, differences between the brains of males and females and neuro-imaging of students with developmental disabilities.

Look out for the next installment that will take place in September! Follow us on Facebook to be kept updated.