Towards an understanding of neuroscience for science educators

Abstract

Advances in neuroscience have brought new insights to the development of cognitive functions. These data are of considerable interest to educators concerned with how students learn. This review documents some of the recent findings in neuroscience, which is richer in describing cognitive functions than affective aspects of learning. A brief overview is presented here of the techniques used to generate data from imaging and how these findings have the possibility to inform educators. There are implications for considering the impact of neuroscience at all levels of education -from the classroom teacher and practitioner to policy. This relatively new cross-disciplinary area of research implies a need for educators and scientists to engage with each other. What questions are emerging through such dialogues between educators and scientists are likely to shed light on, for example, reward, motivation, working memory, learning difficulties, bilingualism and child development. The sciences of learning are entering a new paradigm.

Learning and engagement through natural history museums

“…For example, Nehm, Kim, and Sheppard ( 2010 ) compared matched samples of US biology and non-biology teachers and found comparably high levels of misunderstanding of natural selection. These kinds of misunderstandings have been found in diverse student populations from graduate (Gregory & Ellis, 2009 ) to medical students (Bishop & Anderson, 1990 ) to child dinosaur experts (Evans, 2000 ) and school students (Oliver, 2011 ). In addition, Nehm and his colleagues reported that about 50% of both US biology and non-biology teachers endorsed the inclusion of creationist ideas (‘God created all species individually’) in school curricula.…”

Presentación de un modelo de análisis de la conversación y experiencias de aprendizaje mediado en la interacción de sala de clase

“…Es en el espacio y tiempo de la clase donde se evidencia la eficacia de enseñanza para el logro de aprendizajes en estudiantes (Slavin, 1996); donde elpersonal docente desarrolla determinadas estructuras conversacionales, las cuales son pertinentes al contexto cultural escolar (Villalta et al, 2011); e inciden en el desarrollo cognitivo del estudiantado, especialmente en los primeros años de escolarización (Oliver, 2011). En efecto, la mediación de la cultura que hace el profesorado es determinante en el desarrollo cognitivo de los niños y las niñas (Feuerstein, 2006).…”

Article Commentary: Neuroscience and Learning: Implications for Teaching Practice

“…Although there has been considerable discussion about neuroscience in relation to education, 1 there appear to be very few outcomes with respect to teaching practice. 2 It is logical to assume that further progress may require cross-disciplinary integration of research from psychology, neuroscience, machine learning, and education, 3 particularly because, at present, there is no clear consensus on the nature of learning. [4][5][6] To facilitate such cross-disciplinary discussion, the use of technical terms has been limited and the current paper uses an education-centered approach focused on learning that involves conscious processes that require goals and the associated strategies required to achieve them.…”