‘I felt a new connection between my fingers and brain’: a thematic analysis of student reflections on the use of pen and paper during lectures

Velden, Maja van der

doi:10.1080/13562517.2020.1863347

Cited by 3 publications

(2 citation statements)

References 42 publications

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“…Understanding the fundamental nature of learning necessitates an examination of the intricate workings of the brain, a task that can only be accomplished through the study of neuroscience. Van der Velden [33] posits that the essence of teaching is essentially the process of rewiring the brain. Atrey, Singh, Bodhey, and Bilas Pachori [34] contend that the brain operates as a cohesive entity during the process of learning, and therefore, the acquisition of knowledge is not a linear process but rather a unified and cyclical one.…”

Section: Results and Discussion Brain Based Learning (Bbl) Overviewmentioning

confidence: 99%

Correlation between Teachers Knowledge, Beliefs, and Frequency of Implementation of Brain Based Learning Strategies

2023

JEBI

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Brain-based learning (BBL) is grounded in an understanding of the structure and function of the brain, as well as empirical evidence derived from cognitive neuroscience research regarding optimal learning strategies for the brain. Educational programs that prioritize brain science in their curriculum and instructional methods are commonly referred to as "brain-based." The aim is to achieve efficient and expeditious education. As per the Education Reform, this particular approach is based on research that examines the brain's potential to restructure itself in order to enhance its capacity to retain and retrieve information while engaged in the process of learning. Enhancing one's capacity can be achieved through engaging in physical activity, maintaining a healthy diet, and effectively managing stress levels. The emotional state of an individual can also have an impact on their learning process. This study presents findings on the correlation between teachers' knowledge, beliefs, and frequency of implementation of brain-based learning strategies in primary Science classes. The research questions addressed in this paper are focused on determining the existence of such a correlation. The study comprised 207 educators from elementary schools in Croatia. The results suggest that educators at the primary level possess a sound understanding of brain-centered pedagogical approaches, yet they infrequently put them into practice. The educational process remains entrenched in a historically rooted paradigm that has not adequately shifted towards student-centered teaching. This is evidenced by the persistent employment of traditional, teacher-led instructional methods in elementary Science classrooms.

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Section: Results and Discussion Brain Based Learning (Bbl) Overviewmentioning

confidence: 99%

Correlation between Teachers Knowledge, Beliefs, and Frequency of Implementation of Brain Based Learning Strategies

2023

JEBI

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“…The results demonstrate that multitasking on a laptop poses a significant distraction to both users and fellow students and can be detrimental to comprehension of lecture content" (Sana et al, 2013, p. 34;cf. Flanigan, Brady, Dai, & Ray, 2023;van der Velden, 2023).…”

Section: Digital Technology Use In Class and Student Distractionmentioning

confidence: 99%

A Critical Review of Digital Technology in Education: A Pause for Thought in 2024

Butler

2024

Preprint

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There is a dearth of scientific evidence and evidence-based practice to justify current levels of Digital Technology use for educational purposes in the classroom and the home. In contrast, there is a growing body of scientific studies across several disciplines that highlight the direct and indirect negative effects of Digital Technology use on human cognition, learning, and behaviour. This paper considers objective evidence from peer-reviewed scientific studies in cognitive psychology, neuroscience, and related disciplines, as well as the field of education itself, to review the fundamental problems that beset Digital Technology use in education. The paper highlights, for example, that: (1) Screens lead to sleep disruption and deprivation, which impacts on learning, and is associated with obesity, and other physical disorders, such as computer vision syndrome; (2) Computer and digital device use in class disrupts the learning process and impairs learning outcomes for users and non-users alike; (3) Learning with books and paper is superior in comparison to learning with e-books; (4) Taking notes with pen and paper, as opposed to touch typing lecture notes in class, leads to better learning outcomes; (5) Smart phone, iPAD and laptop use result in student distraction and multitasking, which, impair learning and lead to neural addiction problems, such as Internet addiction disorder and other psychological maladies; (6) There are islands of success in an ocean of failure when it comes to Digital Technology and educational technologies, with researchers arguing that there is little evidence to support the proposition that Digital Technology and/or EdTech improve pedagogy or learning outcomes; (7) Finally, basic education about Digital Technology is one topic that needs to find a place in the curriculum. However, as with all Digital Technology initiatives, the introduction of programmes at primary and secondary school levels needs to be considered mindfully, with the strengths and limitations of the proposed enabling technologies clearly in focus. All this should give educators, administrators and politicians pause for thought. The paper concludes by discussing its findings, offering practical recommendations, and suggesting a change in emphasis in pedagogy in and through Digital Technology.

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Transmitting awareness from the body into writing: bringing the Feldenkrais method into the university classroom

Mark,

McManimon

2024

Teaching in Higher Education

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‘I felt a new connection between my fingers and brain’: a thematic analysis of student reflections on the use of pen and paper during lectures

Cited by 3 publications

References 42 publications

Correlation between Teachers Knowledge, Beliefs, and Frequency of Implementation of Brain Based Learning Strategies

Correlation between Teachers Knowledge, Beliefs, and Frequency of Implementation of Brain Based Learning Strategies

A Critical Review of Digital Technology in Education: A Pause for Thought in 2024

Transmitting awareness from the body into writing: bringing the Feldenkrais method into the university classroom

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