18240048
Descripción
Fichas por Carola Esquivel, actualizado hace más de 1 año
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Creado por Carola Esquivel
hace alrededor de 5 años
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| Pregunta | Respuesta |
| "Neuroscience in Education" How neuroscience works and helps the learning process | There is clearly a huge interest among teachers about the brain and how it works and how knowledge of how the brain works can affect teaching. One of the problems that has been identified is that teachers don’t have good up-to-date information about new discoveries and how this relates to teaching. |
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Brain Development
Image:
Baby (binary/octet-stream)
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The early childhood years are a period of rapid change in the brain. During early and middle childhood, the brain forms and refines a complex network of connections in the brain. |
| Neuroimaging | Neuroimaging Is the process of producing images of the structure or activity of the brain or other part of the nervous system by techniques such as magnetic resonance imaging or computerized tomography. Research on developmental disorders using this technology also guides educators and other professionals in helping those with a number of learning, social, and emotional disorders. |
| Neuroscience and Language | An important feature of Brain and Language has always been its strong interdisciplinary and theoretical emphasis, at the crossroads of neuroscience, linguistics, and experimental psychology. There are several goals for this restructuring. However, there is no intent to change the interdisciplinary focus, the methodological approaches of submitted research, or the topical emphasis on the interactions among brain, behavior, and language. |
| Neuroscience and reading | The angular and supramarginal gyrus serve as a "reading integrator" a conductor of sorts, linking the different parts of the brain together to execute the action of reading. These areas of the brain connect the letters c, a, and t to the word cat that we can then read aloud. |
| Neuroscience and Mathematics | While the aim of neuroscience is not to provide immediate suggestions for classroom practice, neuroscience might help in better understanding the cognitive mechanisms that underlie mathematical problem solving. |
| Sleep and Cognition | Developments in the fields of molecular genetics, behavioural neuroscience, sleep neurobiology, and the cognitive neurosciences have produced converging evidence of a fundamental role for sleep in cognition. Sleep is required for good mental health, and insufficient sleep has negative effects on mood, cognitive performance and motor function. |
| Emotion and Cognition | The affective and cognitive systems are thought to work independently, but they influence one another, with the former operating unconsciously while the latter operates at the conscious level. Negative and positive affect have different implications for cognition; negative affect limits thinking, but focuses our attention, while positive affect allows us to think more broadly, which enables creativity and supports problem-solving. |
| Neuromyths | The three myths given most attention in the OECD report are: 1. The lay belief in hemispheric differences (‘left brain’ versus ‘right brain’ learning etc.), 2. The notion that the brain is only plastic for certain kinds of information during certain ‘critical periods’, and that therefore education in these areas must occur during the critical periods. 3. The idea that the most effective educational interventions need to be timed with periods of synaptogenesis. |
| Conclusions | 1. Neuroscience make contributions to educational research. 2. Neuroscience has a lot of techniques to apply in education. 3. As a teacher, we must study about science improvement in education field, to help students with learning difficulties. |
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