Current Approaches to Organizing the Educational Process in Primary School: a Neuroscientific Approach

Melnyk, Oleksandr; Петрик, Олексій Анатолійович; Lysohor, Liudmyla; Pavlyk, Olena; Boiaryn, Liliia; Tykhonova, Svitlana

doi:10.18662/brain/13.1sup1/299

Cited by 4 publications

(3 citation statements)

References 8 publications

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“…Neuropedagogy emphasizes the importance of active learning, which involves engaging students in hands-on activities that help them connect new information with their previous knowledge and experience. For children with special educational needs, active learning can be especially useful, as it can promote engagement and make learning more meaningful and memorable (Melnyk et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Formation of Successful Teaching of Younger Schoolchildren Based on the Neuropedagogical Approach

SADREIMOVA

2024

Pedagogy and Psychology

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The article analyzes the possibilities of using a neuropedagogic approach for the formation of successful learning. Since neuropedagogy presently is at an early stage of its development, the attitude towards it may be different. Neuropedagogy offers a new perspective on the child’s education, providing own teaching methods based on the features of the development of the brain and nervous system of a child. So, when working with primary school students, teachers are invited to apply methods of active learning, multisensory perception, consolidation of the practice of restoring cognitive resources of the brain, and learning based on the characteristics of the nervous system. At the same time, neuropedagogy does not require the exclusion of traditional teaching methods. It perfectly complements them, allowing educators to make the learning process softer, more interesting and more accessible for the child. In addition to the advantages, there are also a number of difficulties that arise when using neuropedagogics: the lack of a scientific and methodological base and available methods. This is primarily due to the fact that the given branch of science is not fully formed and integrated in the system of education. Further investigation of the perspectives of using neuropedagogics for teaching primary school children is relevant since it can potentially introduce progressive methods and views into the learning process. Except the theoretical analysis of realization of neuropedagogical approach in the educational process, the article evaluates the degree of primary school teachers’ awareness of neuropedagogy as a science, as well as the neuropedagogical methods and techniques applicable in teaching children of junior school age. As a result, we may conclude that today’s educators do not have enough knowledge and understanding of the theory and practice of neuropedagogy and, therefore, need special trainings and methodological recommendations on the implementation of the neuropedagogical approach. Keywords: neuropedagogics, junior classes, children, school, training.

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Section: Introductionmentioning

confidence: 99%

Formation of Successful Teaching of Younger Schoolchildren Based on the Neuropedagogical Approach

SADREIMOVA

2024

Pedagogy and Psychology

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“…E-learning, for instance, has emerged as a pivotal component in medical education, offering evidence of its effectiveness and its potential as a scholarly pursuit (Ruiz et al, 2006). Furthermore, the incorporation of modern neuropedagogical, neuropsychological, and neurolinguistic approaches has been advocated in primary school education, reflecting a neuroscientific perspective on organizing the educational process (Melnyk et al, 2022). Additionally, the adoption of information and communications technology (ICT) in education has been highlighted, emphasizing the need to consider behavioral and sociocultural contexts for its effective implementation (Ulanova, 2021).…”

Section: Introductionmentioning

confidence: 99%

Understanding the Impact of Chatbot Technology in Learning: Analysis of Utilization at SMA Negeri 5 Binjai

Mohammad Yusup,

Arpan,

Rezky Kurniawan

2024

JITCSE

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This research aims to comprehend the impact of chatbot technology on learning, with a specific focus on analyzing its utilization at SMA Negeri 5 Binjai. Employing both qualitative and quantitative approaches, this study explores the implementation of chatbots in an educational context, including their applications in language learning, mental health support, and the teaching process. A comprehensive literature review was conducted to identify potential benefits and challenges associated with chatbot implementation in schools. The analysis results highlight the evolution of chatbot roles, ranging from basic functionalities to sophisticated capabilities in supporting the learning process. The research also encompasses a chatbot development model presented by Author and the findings from action research, providing practical insights into the use of chatbots in online learning media. Through surveys, interviews, and observations, research participants were engaged to provide a comprehensive perspective on the impact and acceptance of chatbot technology in the educational environment of SMA Negeri 5 Binjai. The outcomes of this research are anticipated to offer in-depth insights into how chatbots influence the learning process and lay the foundation for developing more effective strategies for chatbot utilization in educational institutions. The conclusions and recommendations from this study may assist policymakers, educators, and researchers in understanding the role of chatbots in enhancing the learning experience at SMA Negeri 5 Binjai and similar educational contexts.

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“…Several previous studies stated that neuroscience training enables teachers to determine learning methodologies that are appropriate to the biological development of their students so that learning becomes more fun and effective (Batubara & Supena, 2018;de Carvalho & Villas Boas, 2018;Petersen et al, 2020). Furthermore, it is said that neuroscience training will be very useful in the future; namely, it will have a very positive impact on the world of education (Coch, 2018;Melnyk et al, 2022;Thomas et al, 2019). As well as research conducted that said by participating in neuroscience training, teachers were able to find learning methods that were appropriate to the physical conditions of students with certain disabilities (Chen, 2020;Whiting et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Neuroscience to Improve Teacher Pedagogic Competence: Systematic Literature Review

Heni,

Iriani,

Ismanto

2023

j. pendidik. indonesia.

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Teaching is a profession, so it is required to be professional. The meaning is that the teacher must have a special quality that has been determined. Even so, it cannot be denied that there are still many teachers who do not meet these qualifications. Therefore, teachers need to improve their quality or competence by participating in neuroscience training. The purpose of this study was to analyze neuroscience education training can improve teacher competence, especially pedagogical competence. This type of research is SLR. The data in this study are from both international and national journals. The results of this study say that: neuroscience training can help teachers understand the characteristics of students in various aspects. By understanding neuroscience, teachers become masters of learning theory and educational principles of learning. By understanding neuroscience, teachers become able to facilitate the development of student's potential. Based on these results, it can be concluded that neuroscience education training can improve teacher pedagogical competence.

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Current Approaches to Organizing the Educational Process in Primary School: a Neuroscientific Approach

Cited by 4 publications

References 8 publications

Formation of Successful Teaching of Younger Schoolchildren Based on the Neuropedagogical Approach

Formation of Successful Teaching of Younger Schoolchildren Based on the Neuropedagogical Approach

Understanding the Impact of Chatbot Technology in Learning: Analysis of Utilization at SMA Negeri 5 Binjai

The Effectiveness of Neuroscience to Improve Teacher Pedagogic Competence: Systematic Literature Review

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