Relationship between neuroscience and teaching-learning processes

Abstract

This review tries to conceptualize and understand the term neuroscience and more specifically, delimit the term neuroscience linked to education, as well as cognitive neuroscience, analyzing various articles in which authors can be found in favor of the application of neuroscience in the classroom and other authors who oppose this idea, arguing the posible problems that may arise in its implementation in the classroom. For this, the databases have been used: Dialnet, Proquest, ISO, TaylorFrancisOnline and Google School. As well as the webs of the MEC and the Trinitarios School. 54 articles and books have been analyzed, of which 15 are related to programs and/or projects. The role of the teacher in the appliance of methodologies in the classroom linked to neuroscience is emphasized, as well as factors that influence the learning process of the student, such as: brain plasticity and memory. Finally, 9 programs and/or projects will be analyzed, especially in the Spanish area, although other implemented outside this area are added (n=10). This is also an analysis of the importance of implementing more methodologies and strategies in the Spanish Educational area, since few results have been found in this regard. This generates a proposal to extrapolate to the Spanish classrooms other programs and/or projects implemented in other contexts, as well as generate our own programs and/or projects, to achieve a significant learning by our students in the different educational levels.

Keywords

• neurociencia
• educación
• aprendizaje
• programas de intervención