On Neuroeducation: Why and How to Improve Neuroscientific Literacy in Educational Professionals

Abstract

New findings from the neurosciences receive much interest for use in the applied field of education. For the past 15 years, neuroeducation and the application of neuroscience knowledge were seen to have promise, but there is presently some lack of progress. The present paper states that this is due to several factors. Neuromyths are still prevalent, and there is a confusion of tongues between the many neurodisciplines and the domains of behavioral and educational sciences. Second, a focus upon cognitive neuroimaging research has yielded findings that are scientifically relevant, but cannot be used for direct application in the classroom. A third factor pertains to the emphasis which has been on didactics and teaching, whereas the promise of neuroeducation for the teacher may lie more on pedagogical inspiration and support. This article states that the most important knowledge and insights have to do with the notion of brain plasticity; the vision that development is driven by an interaction between a person’s biology and the social system. This helps individuals to select and process information, and to adapt to the personal environment. The paper describes how brain maturation and neuropsychological development extend through the important period of adolescence and emergent adulthood. Over this long period, there is a major development of the Executive Functions (EFs) that are essential for both cognitive learning, social behavior and emotional processing and, eventually, personal growth. The paper describes the basic neuroscience knowledge and insights – or “neuroscientific literacy” – that the educational professional should have to understand and appreciate the above-described themes. The authors formulate a proposal for four themes of neuroscience content “that every teacher should know.” These four themes are based on the Neuroscience Core Concepts formulated by the Society for Neuroscience. The authors emphasize that integrating neuroscientific knowledge and insights in the field of education should not be a one-way street; attempts directed at improving neuroscientific literacy are a transdisciplinary undertaking. Teacher trainers, experts from the neuroscience fields but also behavioral scientists from applied fields (notable applied neuropsychologists) should all contribute to for the educational innovations needed.

Draw me a brain: The use of drawing as a tool to examine children's developing knowledge about the “black box”

“…36). Our results indicate that drawings provide valuable insights into children's current knowledge about the brain that could contribute to the development of effective programs of neuroeducation to improve school-aged children's understanding of how the brain works (Tan and Amiel, 2019 ; Jolles and Jolles, 2021 ).…”

“…For instance, the idea that there are critical periods in childhood after which certain things can no longer be learned is such a neuromyth (Dekker et al, 2012 ). From our point of view, the school should therefore be the major source of information by having teachers trained in brain sciences (Jolles and Jolles, 2021 ) in order to fight against the dissemination of neuromyths among both students and teachers (Torrijos-Muelas et al, 2021 ).…”

“…Accordingly, having an accurate conception of the brain involves general knowledge about the mental functioning and could promote learning. Like Jolles and Jolles ( 2021 ) we defend the idea that it is essential to have knowledge about the brain (structure, function, development) in the same way that it is essential to have knowledge about other organs of the body. The contribution of knowledge we have today on the brain for the improvement of academic learning is no longer to be demonstrated.…”

On the Application of Developmental Cognitive Neuroscience in Educational Environments

“…Education researchers are beginning to approach complicated functions such as memory and learning physiologically [ 154 , 155 ]. We think that the knowledgebase of the neurosciences, human factors and even industrial engineering that address, among other things, notions of efficiency, can offer benefit to education throughout a learner’s life [ 21 ].…”

Usability of Memes and Humorous Resources in Virtual Learning Environments

“…This fact finds a solid foundation from the perspective of neuroeducation, which, from the study of the brain and neuroscience, allows for the discovery of new methodologies and didactic resources such as humorous resources that are favorable for teaching in the VLE [11]. This doctrine provides knowledge of the benefits of implementing humorous resources in the educational environment, as well as the neurophysiological foundations involved in the teaching-learning processes [11,12] in order to promote more meaningful learning among students [13]. In this field, neuroeducation deals with the study of brain functioning and the processes of attention, memory, executive functions and emotional development [14][15][16], which could be improved by using humorous resources in the learning process.…”