Neuroscientific research is carried out with the mind-set that
findings need to be published in journals and hypothesis need to be finalised.
Trying to link this aspect in with an educational setting is difficult, as the
degree of understanding between the two professions does not align. The
ultimate question being, whether it is worth involving two different fields
together and addressing the practicalities of the cost-benefit ratio for both
parties, (Varma et al, 2008).


The main pitfall with using neuroscientific research/information
within an educational setting is that it is too complex to be adopted in a
classroom environment. For example, it was found Neuroimaging, when used
significantly within education, allows insight into how we learn and reason. –
(Masson et al, 2014) this is a positive outcome. However, the pitfall with this
piece of information is that it is overly scientific regarding methods and
theory. The idea that academic findings can be of value to teachers in the
classroom is valid, however most of which have never had experience dealing
with such complex theories, and specifically on how to implement them within
the classroom, (Simmonds, 2014).


There is one aspect of applying neuroscientific research into an
educational setting, but another for the teachers to implement the new methods
effectively. Most of which would require further training, or specialist help
from an outside body. This pitfall is most noticeable in the 2014 study by the
Welcome Trust. They found that 75% of the teachers surveyed had no outside
support when using Neuroscience in  the
classroom, (Simmonds, 2014). Because there is no current extra aid available
for teachers to implement new techniques and methods in their classroom, the
relationship between the teaching body and psychology research cannot be
implemented. Thus, putting a strain on how valuable the research can be in an
educational setting.


It was found by Weisberg, that participants who were in the scientific
condition would be drawn to the key extracts of the text, however, would
perform worst in memory recall. Findings like this could be valuable within a
classroom, as it could teach individuals how best to extract important
information. However, the neural plasticity only gets developed throughout a
person’s life and therefore requires more of a holistic understanding. Rather the
concept being the application of research in a classroom, the teachers
themselves can provide what the important research questions are based on their
own experience.