Neuroscience and Education

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Neuroscience and neuro learning develop a relevance in education because they allow us to know how the human brain learns in general, and the tools they use to discover how each individual brain learns, with the intention of applying functional strategies in the teaching-learning process.
Karla Sagastume
Flashcards by Karla Sagastume, updated more than 1 year ago
Karla Sagastume
Created by Karla Sagastume over 4 years ago
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Neuroscience and Education The study of learning unites education and neuroscience
Teaching is a very specialized kind of social interaction, and some of its aspects (reading the minds of others, inferring their motivational and emotional states) are after all already investigated in cognitive neuroscience. Cognitive neuroscience methods help to identify special needs and enable assessment of the delivery of education
The process of brain development's is called synaptogenesis It is important to realize that there are large individual differences between brains.
Neuroimaging studies are based on the assumption that any cognitive task makes specific demands on the brain which will be met by changes in neural activity
The tools of cognitive neuroscience offer various possibilities to education, as the early diagnosis of special educational needs and an increased understanding of individual differences in learning and the best ways to suit input to learner
In education, it is not necessary to stimulate only the rational brain, but also the emotional.
Selected studies from cognitive neuroscience with interesting implications for education Language Reading Mathematics
Direct effects of experience will have specific effects, increasing neural representations in areas directly relevant to the skills involved. For example- Musical Experience
Sleep and cognition Recent neuroimaging studies suggest indeed that Rapid Eye Movement (REM) sleep is not only associated with self-reports of dreaming but it is important for learning and memory.
Emotion and cognition The ‘emotional brain’ has strong connections with the frontal cortex (the major site for reasoning and problem solving). When a learner is stressed or fearful, connections with frontal cortex become impaired, with a negative impact on learning
Neuromyths There are no studies showing implicit learning of the cognitive skills underpinning educational achievement. These skills most likely require effortful learning and direct teaching.
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