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FLOR, Cristiane Marx. Contributions of empirical studies of educational neuroscience to educational practices in the period between 2008 and 2013: Systematic review. Aletheia [online]. 2017, vol.50, n.1-2, pp. 123-131. ISSN 1413-0394.

ABSTRACT The emergence of the field of educational neuroscience has brought with it controversies about the applicability of brain-research to educational practices. The purpose of this study was to investigate the contributions of educational neuroscience’s empirical studies to practices in education in the period of 2008 - 2013. The literature was retrieved via PsychMed, Web of Science, and two main journals in the field. The final selection comprised five studies, which were scrutinized using the guiding question: Can the findings of the research be applied to educational practices? The outcomes showed that only one of them brought direct contributions to classroom practices. The others brought indirect contributions, either by presenting a state-of-the-art view about wellknown educational practices or by enhancing the current knowledge about the neurobiological underpinnings of learning processes.

Palavras-chave : Educational neuroscience; Practices in education; Neuroeducation.

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