Boundary as Bridge: An Analysis of the Educational Neuroscience Literature from a Boundary Perspective
Boundary as Bridge: An Analysis of the Educational Neuroscience Literature from a Boundary Perspective
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DOI：
10.1007/s10648-012-9207-x
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发表时间：
2013-03
影响因子：
10.1
通讯作者：
C. Beauchamp;M. Beauchamp
中科院分区：
文献类型：
--
作者：
C. Beauchamp;M. Beauchamp
在新兴的教育神经科学领域，人们担心神经科学研究对教育的影响不如预期的有效。在寻求前进的道路时，不妨考虑在学科界限的范围内将两个复杂的领域结合起来的问题。在这里，一个边界的观点是用来作为一个透镜的教育神经科学文献的系统评价的结果进行分析。文献中使用的反复出现的词汇表明间接使用边界原则，包括学科之间的联系和桥梁，跨学科，跨学科和跨学科的概念，以及在不断发展的教育神经科学领域可能有用的工具（边界对象）和人员的参考。通过边界原则的透镜分析教育神经科学文献表明，两个学科之间的边界本身可能是一个桥梁机制，有利于创建一个新的学科和新的知识。
Within the emerging field of educational neuroscience, concerns exist that the impact of neuroscience research on education has been less effective than hoped. In seeking a way forward, it may be useful to consider the problems of integrating two complex fields in the context of disciplinary boundaries. Here, a boundary perspective is used as a lens for analyzing the results of a systematic review of the educational neuroscience literature. Recurring vocabulary used within the literature suggests indirect use of boundary principles, including the idea of connections and bridges between disciplines, inter-, multi-, and transdisciplinarity, and reference to tools (boundary objects) and people that may be useful in the evolving field of educational neuroscience. Analyzing the educational neuroscience literature through the lens of boundary principles indicates that the boundary between the two disciplines may itself be a bridging mechanism useful for the creation of a new discipline and new knowledge.