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| Format: | Artículo científico |
| Sprache: | en |
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Universidad Autónoma de Bucaramanga
2024
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| Online-Zugang: | https://www.redalyc.org/articulo.oa?id=71982434005 https://www.redalyc.org/journal/719/71982434005/ https://www.redalyc.org/journal/719/71982434005/html/ https://www.redalyc.org/journal/719/71982434005/71982434005.epub https://www.redalyc.org/journal/719/71982434005/movil |
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| _version_ | 1866811839033114624 |
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| author | Michael S. C. Thomas |
| author_facet | Michael S. C. Thomas |
| contents | What do teachers need to know about neuroscience? Michael S. C. Thomas Medicina Brain Learning Children Cognition Education This article describes the key premise behind the field of educational neuroscience. It explores how the interface of neuroscience and education may be navigated. Considering the brain as the basis of learning introduces a wider, more holistic conception than that conveyed by a focus on memory and cognition, one that draws attention to the physical, emotional, and social context of learning. I outline some key principles of how the brain works and how these link to principles of teaching. However, educational neuroscience should not be viewed as an attempt to reduce education to the individual or to biology; the individual child is nested within the context of the school, family, society, and culture. Educational neuroscience is part of the science of learning and an evidence-informed approach to education. I argue the evidence-informed approach may require some rethinking of national structures and the relationship between government, schools, and universities. In this context, educational neuroscience is part of the ‘research and development’ wing of education, involved in generating new insights and innovation. An example is outlined from a project using neuroscience principles to design a new classroom activity to support the learning of counterintuitive concepts in science and mathematics in primary age children. I conclude by proposing the level at which teachers should engage with neuroscience to best inform their practice. 2024 artículo científico 0123-7047 https://www.redalyc.org/articulo.oa?id=71982434005 https://www.redalyc.org/journal/719/71982434005/ https://www.redalyc.org/journal/719/71982434005/html/ https://www.redalyc.org/journal/719/71982434005/71982434005.epub https://www.redalyc.org/journal/719/71982434005/movil 10.29375/01237047.5392 en http://www.redalyc.org/revista.oa?id=719 MedUNAB application/pdf Universidad Autónoma de Bucaramanga MedUNAB (Colombia) Num.3 Vol.27 |
| format | Artículo científico |
| id | redalyc_71982434005 |
| language | en |
| publishDate | 2024 |
| publisher | Universidad Autónoma de Bucaramanga |
| spellingShingle | What do teachers need to know about neuroscience? Michael S. C. Thomas Medicina Brain Learning Children Cognition Education What do teachers need to know about neuroscience? Michael S. C. Thomas Medicina Brain Learning Children Cognition Education This article describes the key premise behind the field of educational neuroscience. It explores how the interface of neuroscience and education may be navigated. Considering the brain as the basis of learning introduces a wider, more holistic conception than that conveyed by a focus on memory and cognition, one that draws attention to the physical, emotional, and social context of learning. I outline some key principles of how the brain works and how these link to principles of teaching. However, educational neuroscience should not be viewed as an attempt to reduce education to the individual or to biology; the individual child is nested within the context of the school, family, society, and culture. Educational neuroscience is part of the science of learning and an evidence-informed approach to education. I argue the evidence-informed approach may require some rethinking of national structures and the relationship between government, schools, and universities. In this context, educational neuroscience is part of the ‘research and development’ wing of education, involved in generating new insights and innovation. An example is outlined from a project using neuroscience principles to design a new classroom activity to support the learning of counterintuitive concepts in science and mathematics in primary age children. I conclude by proposing the level at which teachers should engage with neuroscience to best inform their practice. 2024 artículo científico 0123-7047 https://www.redalyc.org/articulo.oa?id=71982434005 https://www.redalyc.org/journal/719/71982434005/ https://www.redalyc.org/journal/719/71982434005/html/ https://www.redalyc.org/journal/719/71982434005/71982434005.epub https://www.redalyc.org/journal/719/71982434005/movil 10.29375/01237047.5392 en http://www.redalyc.org/revista.oa?id=719 MedUNAB application/pdf Universidad Autónoma de Bucaramanga MedUNAB (Colombia) Num.3 Vol.27 |
| title | What do teachers need to know about neuroscience? |
| topic | Medicina Brain Learning Children Cognition Education |
| url | https://www.redalyc.org/articulo.oa?id=71982434005 https://www.redalyc.org/journal/719/71982434005/ https://www.redalyc.org/journal/719/71982434005/html/ https://www.redalyc.org/journal/719/71982434005/71982434005.epub https://www.redalyc.org/journal/719/71982434005/movil |