Article Commentary: Neuroscience and Learning: Implications for Teaching Practice

Guy, Richard; Byrne, Bruce

doi:10.4137/jen.s10965

Cited by 11 publications

(10 citation statements)

References 52 publications

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“…Most sensory input is discarded, because at certain times we are bombarded with many sensory inputs. For example, the auditory stimulus received by the thalamus will turn into a neural equivalent to the perception of the stimulus (Guy & Byrne, 2013). This perception is also responsible for matching information with what is stored in memory, a process known as pattern recognition.…”

Section: Neuroscience Learning Theorymentioning

confidence: 99%

“…With some activation, memory forms artificial neural networks that are firmly embedded in the frontal and temporal cortices. LTM for declarative information, therefore, appears to be in the frontal and temporal cortex (Guy & Byrne, 2013).…”

Section: Neuroscience Learning Theorymentioning

confidence: 99%

“…By utilizing the concept of diversity and accepting different styles, teachers will be more effective in determining learning strategies and students will become more confident and more satisfied with their learning abilities. From this it is expected that the learning process will become more effective (Daw, 2008;Guy & Byrne, 2013).…”

Section: Figure 1: Metacognition In (Kolb's) Learning Stylementioning

confidence: 99%

See 2 more Smart Citations

Learning Style Based Teaching to Enhance Student Metacognition Skills (Review of Neuroscience Learning Theory)

Firmanto¹,

Hitipeuw²,

Pali³

et al. 2019

Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018)

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Optimal development in all aspects will determine the child's future success. Parenting and education patterns carried out by parents, teachers and the environment will affect the quality of children. Without neglecting other aspects, cognitive development becomes an important focus in addition to physical development in childhood. If in learning, learning styles and how the delivery of material by the teacher is adjusted to what is desired by the students it will have a good impact on student learning outcomes. When the teacher has adjusted to the learning styles of each student, learning will be more easily absorbed absorbed and learning outcomes will be maximized. The success of students in capturing information or knowledge delivered by the teacher is determined by the readiness of the brain to capture the information or knowledge, if the brain is not ready, the learning process will never occur. Learning that uses a neuroscience perspective involves the formation and strengthening of connections and neural networks, which strengthens the relationship between the characteristics of learning styles with the improvement of students' metacognition skills.

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Section: Neuroscience Learning Theorymentioning

confidence: 99%

Section: Neuroscience Learning Theorymentioning

confidence: 99%

Section: Figure 1: Metacognition In (Kolb's) Learning Stylementioning

confidence: 99%

See 1 more Smart Citation

Learning Style Based Teaching to Enhance Student Metacognition Skills (Review of Neuroscience Learning Theory)

Firmanto¹,

Hitipeuw²,

Pali³

et al. 2019

Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018)

View full text Add to dashboard Cite

show abstract

“…A growing body of cognitive psychology, neuroscience and educational research has allowed us to further understand the functional brain connectivity that allows information to be integrated into long-term memory (Bolwerk et al, 2014;Guy & Byrne, 2013;Kelley & Whatson, 2013;Munoz-Lopez et al, 2010;Mohedano-Moriano et al, 2007). These insights can inform the development of novel educational methodologies and technologies to improve teaching quality, leading to increased engagement and motivation, and deeper learning (Guy & Byrne, 2013;Ramsden, 1992).…”

Section: The Modern Cognitive Neuroscience Of Visual Media On Memory mentioning

confidence: 99%

Botany through the Looking Glass: Cognitive Neuroscience and its Role in the Use of Art in Botanical Education

Swann

Pye²

2019

IJISME

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Student engagement within the discipline of Botany is not always limited to scientific content. The patterns, colours and shapes that are produced when investigating plant anatomy via sectioning are highly aesthetic and can immediately engage students. The boundaries between aesthetics and science are often blurred or, more correctly, imagined. Nurturing and developing the inspiration drawn from the integration of these two worlds provides an alternative way of engaging students in the theoretical content of the discipline. Student exposure and engagement with native Australian Flora and botanical education is too often limited and finding novel ways to engage students with Botany is critically important; even more so in this current era of Plant Blindness and climate change denial (Jacobson et al., 2016; Wandersee & Schussler, 2000). To combat this, contemporary neuroscience and cognitive psychology research show promise toward the use of visual mediums to enhance memory, leading to an improvement in educational outcomes (Bigelow & Poremba, 2014; Cohen, Horowitz, & Wolfe, 2009; Corballis, 1966; Gloede, 2015; Jensen, 1971; Kim & Olaciregui, 2008). Therefore, encouraging students to engage with botanical content, via microscopic imagery, scientific/artistic depictions, and more specifically, the production of drawings and artworks (Fernandes et al., 2018; Rosier, Locker, & Naufel, 2013) should be further incorporated into curricula to increase engagement and establish a deeper connection to Botanical subdisciplines such as plant taxonomy, morphology and systematics. In this paper, with reference to established research and an example of a science-art project, we discuss the ways in which the fusion of the aesthetic and scientific worlds creates a feedback loop from which the creative process inspired from scientific material develops a deeper enquiry-based understanding of the material itself

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“…The physiology of memory and cognition are important facets in influencing student learning and academic performance [11][12][13]. A study monitoring brainwave patterns was previously employed to study brain activity by measuring parameters such as the attentive state [14].…”

Section: Introductionmentioning

confidence: 99%

Impact of gamification on brain activity and learner performance: an in class concurrent measurement

Mabeta

Bipath

Louw

et al. 2020

Int J Innov Educ Res

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The optimal application of gamified methods in the teaching of Physiology requires research, as evidence on its impact is rudimentary. The purpose of this study was to determine the effects of gamification on learner attitudes, student performance scores, and brainwave activity in a Physiology learning environment. A cohort of 14 students from the first year Bachelor of Clinical Medical Practice program were randomly assigned to the gamified (G) and non-gamified (N-G) groups. The G group participated in a gamified activity, while the N-G group participated in a didactic teaching setting. The students were assessed on the same content. Electroencephalogram (EEG) recordings were measured using a MyndBand device during student participation in the assigned activities. Software algorithms computed attention and meditation brainwave signals that had been recorded during the testing sessions. The results of the study revealed higher performance scores in the G group when compared to the N-G group. Results also showed a higher median brainwave activity for attention signals in the G than in the N-G group. There was a positive correlation between median attention signals and performance scores. These preliminary findings on the use of gamification in a Physiology classroom setting indicate an improved cognitive outcome that is substantiated by the EEG brainwave attention signals.

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Article Commentary: Neuroscience and Learning: Implications for Teaching Practice

Cited by 11 publications

References 52 publications

Learning Style Based Teaching to Enhance Student Metacognition Skills (Review of Neuroscience Learning Theory)

Learning Style Based Teaching to Enhance Student Metacognition Skills (Review of Neuroscience Learning Theory)

Botany through the Looking Glass: Cognitive Neuroscience and its Role in the Use of Art in Botanical Education

Impact of gamification on brain activity and learner performance: an in class concurrent measurement

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