ReviewAdvances in experimental medicine and biology2026
Exploring the Role of Strategies and Tools in Teacher Professional Development in Neuroscience Education: A Review.
Review in Advances in experimental medicine and biology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Neuroscience education is increasingly important in today's rapidly evolving educational landscape, as understanding the brain's functions and learning processes can significantly enhance teaching practices. Moreover, the rapid evolution of technological equipment in brain studies, combined with the abundance of digitally available data, enables more accurate brain-based analyses in education, offering better insights into optimizing learning outcomes and tailoring teaching methods. However, there remains a lack of clarity regarding which strategies and tools are most effective in supporting teacher Professional Development (PD) in this specialized field. This study is motivated by the need to explore and assess the current strategies, both pedagogical and technological, that shape PD programs for neuroscience educators. Through this review, we aim to map out existing strategies and tools, identify gaps in the literature, and provide insights that can guide the future design and implementation of teacher development programs. The main findings highlight the limited number of specific strategies informing teacher PD programs in neuroscience and the minimal inclusion of technology, particularly neurotechnologies, despite their promised benefits. The increasing accessibility of brain-based data, along with the potential outcomes in personalized education, underscores the necessity for developing more neuroscience-driven strategies in teaching practices.
Indexed as
Identifiers
41273577What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.