From Evidence to Practice

The transformation from evidence to practice is not a simple linear process from knowledge-yielding to knowledge-application.

Meanwhile, I tried to point out the possible relationship between education and neuroscience; such relationship may be based on evidence-informed process.

The evidence-informed process is a medium for active thinking which can trigger teachers, parents, and policymakers to become reflective practitioners.

Education practitioners can get the evidence that came from neuroscience study to aid their reflection on actions. This process improves their ability in the professional judgment and knowledge application to enable them to wisely adjust their decision regarding the parental belief, teaching strategy and education policy.

From the findings in neuroscience, the CPH (critical period hypothesis) requires some modification. From the educational standpoint, the parents need more instruction than the children in bilingualism, that is, the parents need to learn more about the new findings in neuroscience that support the mechanism of learning.

The parents can rectify their parental belief to provide better learning opportunity for their children that is in line with the principle of child physical and mental development.

At the same time, the finding in neuroscience also can provide the government a theoretical basis for the bilingual educational policy. Furthermore, it can provide a guideline for the bilingual teaching program in pre-school institution.

Education is a crucial part of life course for an individual and an important aspect of national development for the country. So, the affinity and magnitude of educational research is self-evident. Inspired by the concept of evidence-based practice (EBP), I examined the issue of language learning from the neuroscience perspective.

There is a virtuous circle allowing the participation of parents and teachers and policymakers; and through their practice they can verify the evidence that came from neuroscience study. Also, they can produce further evidence based on their practice to support or to oppose the neuroscience findings. Such interactions create an opportunity for educators and neuroscientists to cooperate together to provide an appropriate learning environment to meet the real needs of students.

Originally published at http://poeticmindfulness.wordpress.com on August 23, 2020.