The Biological Basis of Learning

Abstract

Background: Brain-based learning (BBL), also referred to as educational neuroscience, examines learning as a biological process. Teaching to support BBL requires blending of understanding of neuroscience with the practice of education. With BBL, the learning environment is designed to enhance the brain's natural ability to learn.Aim: This manuscript describes the fundamentals of brain-based learning, translates the basic tenets of BBL to the simulation learning environment, and presents practical application strategies for simulation-based learning.Method: Focusing on the work of Renate and Geoffrey Caine, this article examines their approach to BBL, including the three core elements of brain-based learning experience: orchestrated immersion in complex environments, relaxed alertness, and active processing. The three elements of the Caine and Caine model are well-embedded in the larger BBL literature and have particular utility with simulation-based education. Results:The three core elements of BBL have direct application to simulation as a teaching and learning practice. This paper presents several specific strategies designed to enhance both the simulation event experience and the debriefing. Conclusion:The simulation learning environment can be adapted to capitalize on the tenets of BBL. Several instructional strategies are available to enhance the biological process of learning while utilizing simulation-based learning practices.

Hybridization of Islamic Education and Neuroscience: Transdisciplinary Studies of 'Aql in the Quran and the Brain in Neuroscience

“…The hybridization of Islamic education and neuroscience can also strengthen the concept Dinamika Ilmu, Volume 19(2), 2019 of neuroeducation which was pioneered by Johns Hopkins University in a consortium of neurologists, psychologists and artists in 2009. Although neuroeducation continues to grow, until 2015 this neuroeducation initiative has only arrived on explaining the biological bases for learning (Rodgers, 2015). Thus, neuroeducation and hybridization of Islamic education and neuroscience can strengthen each other.…”

The Effects of Brain-Based Learning and Project-Based Learning Strategies on Student Group Mathematics Learning Outcomes Student Visual Learning Styles

“…The Brain-Based Learning Strategy is a student-centered strategy and facilitated by teachers who utilize the cognitive abilities of students is important for teachers to empower students' cognitive abilities to make learning more meaningful (Batlolona et al, 2018;Uzezi and Jonah, 2017). Lecturers are expected to choose learning that can improve brain chemistry, improve mood and perseverance so as to improve learning outcomes (Jensen, 2009) Brain-based learning (BBL), also referred to as educational neuroscience which examines learning as a biological process by requiring a mixture of understanding neuroscience and educational practices to enhance the brain's natural ability to learn by applying three core elements namely immersion arranged in complex environments, alertness relax, and active processing (Rodgers, 2015). The stages of BBL learning planning are Stage 1: Preexposure: giving the brain a review of new learning before it is truly explored; Stage 2.…”

Theory to Practice in Simulation

“…Most authors expressed the need for debriefing techniques that are nonjudgmental. During the debriefing process itself, emotions need to be taken into account and facilitators need to understand the roles that learners played, and which led to their behavior in a simulation, case or scenario (Battista, 2015;Rodgers, 2015). practice, whether in management or healthcare simulation, is a pursuit that has grown substantially over the past ten years.…”

“…For example, Rodgers (2015), Der Sahakian et al (2015), and Koponen and Julkunen (2015) agree that the learning environment needs to be psychologically safe and supportive of reflective practices. Most authors expressed the need for debriefing techniques that are nonjudgmental.…”

“…Another important theme that emerged from the articles was the interdependence of participants in the learning community in many simulation sessions. More than half of the authors (Clapper, 2015; Hermann, 2015; Koponen & Julkunen, 2015; Rodgers, 2015) expressed the idea that their particular learning theories enabled, encouraged, or was based on participants’ mutual cooperative support in the learning environment. Thus, importance is placed on cooperative learning, one main element of which is mutual support by members of the learning community.…”