2026/06/01 by Ben Williamson · 1 voice
Biochemistry, Genetics and Molecular Biology · Computer Science · Earth and Planetary Sciences · #Genetics, Bioinformatics, and Biomedical Research #Research Data Management Practices #Environmental Monitoring and Data Management
paper · doi:10.4337/9781035373222.00014
openalex publication_date 2026/06/01 · openalex created_date 2026/06/02 · openalex updated_date 2026/06/03
Recent advances in educational neuroscience and educational genomics have been made possible by the incorporation of advanced technologies into scientific research designs. Both educational genomics and neuroscience have become data-intensive biological enterprises. In this chapter, I unpack the emerging scientific infrastructures underpinning these ‘bio-edu-data sciences’. The analysis foregrounds (1) infrastructuring: the creation of novel sociotechnical systems of investigation and knowledge production; (2) informatting: the transformation of molecular biological substances into informational formats; and (3) intervening: the translation of bioinformation considered relevant to education into proposals for interventions in policy and practice. The bio-edu-data sciences represent a paradigm shift in research on the determinants of educational outcomes, shifting research practices into data-scientific laboratories that resemble those of ‘big biology’ programmes, prioritizing the analysis of very large volumes of bioinformation and directing the attention of scientists, educators, and policymakers to the molecular substrates of learning achievements.