The need for creativity in the sciences has, from time to time, been questioned. Thus, Ghassib's (2010) argument that creativity is critical to performance in the sciences, and hence organizational effectiveness in a knowledge production economy, is important. Moreover, the proposition that scientific creativity is based on knowledge and…

Advanced technologies have made it possible for neuroscientists to make remarkable discoveries regarding how our brains learn. This research should provide new insights into the designs of learning environments. This essay is an attempt to suggest how the possibilities of neuroscience might be employed to meet contemporary educational demands,…

The debate between Simulation-Theory (ST) and Theory-Theory (TT) provides the dominant theoretical framework for research on "theory of mind" (ToM). Behavioural research has failed to provide clear methods for discriminating between these theories, but a number of recent studies have claimed that neuroimaging methods do allow key predictions of ST…

It has been suggested that the enterprise of developing mechanistic theories of the human cognitive architecture is flawed because the theories produced are not directly falsifiable. Newell attempted to sidestep this criticism by arguing for a Lakatosian model of scientific progress in which cognitive architectures should be understood as theories…

Principles of scientific data accumulation and evidence-based practices are vehicles of professional enhancement. In this article, the author argues that a scientific knowledge base exists descriptive of the relationship between teachers' activities and student learning. This database appears barely recognised however, for reasons including (a)…

This article warns of the ultimate inadequacy of relying upon outward perception (through the senses) and argues how inward perception (through the mind as a whole) may bring us into contact with new forms and areas of reason. (MM)

Describes the habits of human reasoning that distort designers' abilities to intuit how users will understand and respond to graphics. Advocates two solutions: investigating scientifically how visuals communicate to viewers, and using user-based iterative design to explore user's reactions while developing design prototypes. (SR)

Using a question-and-answer format, the author discusses brain research, its relationship to existing learning theory, left- and right-brain differences and their relationship to logical thinking, brain growth spurts, learning styles, and the effects of future brain knowledge on learning, especially on schools' development of brain-compatible…

Liberal arts graduates should be educated in these aspects of science: hypothesis and experimentation as the basis of scientific thought, problems of translating scientific thought into economic and social benefits, concepts of probability and uncertainty, and conflicts in scientific, technological, and public policy goals. (MSE)