Editorial: How to improve neuroscience education for the public and for a multi-professional audience in different parts of the globe

• Published in: Frontiers in human neuroscience Vol. 16; p. 973893
• Main Authors: Arévalo, Analía, Abusamra, Valeria, Lepski, Guilherme
• Format: Journal Article
• Language: English
• Published: Lausanne Frontiers Research Foundation 20-07-2022; Frontiers Media S.A
• Subjects: Audiences; Brain research; Cognitive style; Core curriculum; Distance learning; Drug abuse; educators; Endorsements; Experimental research; Gage, Phineas; Human Neuroscience; Information sources; Knowledge; laypeople; Literacy; Medical personnel; Medical research; Mental health; Motivation; Nervous system; neuroscience and education; neuroscience education; Neurosciences; neuroscientists; Preschool education; Professionals; Pseudoscience; Punishment; Scientists; Students; Systematic review; Teacher education; teachers; Teaching; Training; South America; Brazil; Liberia; Portugal; Europe
• ISSN: 1662-5161; 1662-5161
• DOI: 10.3389/fnhum.2022.973893

[...]for people in education, it can mean properly guiding and preparing generations to come, as well as contributing to the proper allocation of resources. A response to this problem was offered by Ivanova et al., in “Advancing neurolinguistics in Russia: experience and implications of building experimental research and evidence-based practices,” who described their establishment of the Center for Language and Brain at HSE University in Moscow, which started as a small group of scientists and in a short amount of time became a center for cutting edge research and several public outreach programs. Two other innovative studies were conducted with educators in Liberia: in one, training in neuroscience and mental health development improved teacher self-efficacy, self-responsibility for student outcomes, and motivation to teach (“Tiered neuroscience and mental health professional development in Liberia improves teacher self-efficacy, self-responsibility, and motivation,” Brick et al.), and in the other, mental health training improved teachers' understanding of their students' mental and emotional difficulties, reduced their use of verbal and corporal punishment, and helped them establish positive rewards systems (“Training-of-trainers neuroscience and mental health teacher education in Liberia improves self-reported support for students,” Brick et al.). [...]in “Neuroscience outside the box: from the laboratory to discussing drug abuse at schools,” Machado do Vale et al. offer perspectives on how scientists can engage educators, students, policymakers, and the public at large to effect real change in society through a neuroscientific perspective.