Abstract

Proponents of science education have been debating for years on the issue of student-centred versus teacher-centred dichotomy. From the debate, the knowledge body of the field has expanded, and it informs science educators on the best ways to teach science to novice learners. Discoveries in neuroscience on how the human brain works have provided some exciting information on the mechanism of human learning at the physiological level. Thus, this paper attempts to formulate the notion of – neuroeducation as a promising contemporary philosophy to guide science education to move forward in the 21st century setting.