Neuroscience as a field of study is a natural science that attempts to explain the workings of the brain and connected nervous system, the functional architecture of the mind, and how the brain and mind map together. Regardless of some theoretical controversies, there are many scholars who argued that education is one of disciplines that by incorporating neuroscience can enhance our understanding of mental and physiological processes involved in learning. Attempts in this regard has led to the emergence of a new interdisciplinary field called “neuroeducation studies” that seeks to bring together neuroscience, psychology, cognitive science with education to create a solid scientific foundation for educational policy and practice. While the field of neuroeducation is growing fast, there are some of the main issues that have been, and continue to be, widely discussed. This article focuses on the ethical considerations that are applicable to research in the field of neuroeducation studies. There has been an increased attention to ethical considerations in the field by entering to the second decade of 21 century. The new area of educational neuroethics has arisen in response to such ethical issues and challenges. Among the major ethical issues raised in connection with the field of neuroeducation is researchers’ vulnerability to misconnections from research findings to educational practice and its implications to the school curriculum. In this context, educational policy makers and other educational practitioners may waste time and money pursuing such prescriptions that lack a firm basis in research. To guard against these misconnections, researchers must be careful in recommending the theoretical and practical solutions. It requires researcher to be aware of and anticipate ethical issues that occur throughout the research process, from the inception of the idea, through data collection, analysis, reporting, and the use of the research. Taken as whole, with a growing reg
