Learning as Problem Design Versus Problem Solving: Making the Connection Between Cognitive Neuroscience Research and Educational Practice

How can current findings in neuroscience help educators identify particular cognitive strengths in students? In this commentary on Immordino-Yang's research regarding Nico and Brooke, I make 3 primary assertions: (a) the cognitive science community needs to develop an accessible language and mode of communicating applicable research to educators, (b) educators need proper professional development in order to understand and relate current research findings to practice in the classroom, and (c) the specific research on Nico and Brooke clearly suggests that educators need to rethink the classroom as a place not of problem solving but rather problem design in order to further understand and use the cognitive strengths of each individual student.