Trazando puentes entre las neurociencias y la educación. Aportes, límites y caminos futuros en el campo educativo

Galvagno, Lucas G. Gago; Elgier, Ángel Manuel

doi:10.17081/psico.21.40.3087

Cited by 26 publications

(22 citation statements)

References 48 publications

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“…Nevertheless, the brain has been the subject of significant study, thanks to the latest technological advances, like neuroimaging. Recent research has shed light on this field (Goswami, 2006 ; Ansari, 2008 ; Geake, 2008 ; Gago Galvagno and Elgier, 2018 ). More than 30 years have passed since a United State Congressman Sylvio Conti campaigned for the end of the 20th century to be recognized as the Decade of the Brain.…”

Section: Introductionmentioning

confidence: 99%

The Persistence of Neuromyths in the Educational Settings: A Systematic Review

2021

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Neuroscience influences education, and these two areas have converged in a new field denominated “Neuroeducation.” However, the growing interest in the education–brain relationship does not match the proper use of research findings. In 2007, the Organization for Economic Cooperation and Development (OECD) warned of the misunderstandings about the brain among teachers, labeling them as neuromyths. The main objective here is to observe the prevalence of the neuromyths in educators over time. After two decades of publications of research on neuromyths among in-service or prospective teachers, this work presents a systematic scientific review. To select the articles, we used the words: “teachers,” “preservice teachers,” “neuromyths” combined with the Boolean data type “and.” The search was filtered according to the following criteria: (a) identifiable author, (b) written in English, Spanish, French, Italian, or Portuguese, (c) word neuromyth in title, abstract, or keywords, (d) research with a participant's survey, (e) sample focused on educators, (f) peer-review publication index in JCR, SJR, or ESCI. The documents were found through Web of Science, Scopus, PubMed, Dialnet, ProQuest, EBSCO-host, and Google Scholar. After the search, 24 articles were identified as being of sufficiently high quality for this systematic review. This result highlights that neuromyths are still the subject of attention almost two decades after their definition. The findings present neuromyths as the consequence of a lack of scientific knowledge, a communicative gap between scientists and teachers, and the low-quality information sources consulted by teachers. In addition, the data on protectors and predictors of neuromyths is inconsistent. There is also no standard scientific methodology nor a guideline to determine a new neuromyth. The results show the need to improve the scientific content in higher education and the importance of in-service teacher training. This research justifies the requirement for university professors to be active researchers and to establish a close link with educators from other fields and levels. Neuroeducation will be the bridge that unites scientific knowledge and practical application in education, with a rigorous, standard method for the entire scientific-educational community.

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Section: Introductionmentioning

confidence: 99%

The Persistence of Neuromyths in the Educational Settings: A Systematic Review

2021

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“…Las Neurociencias son el conjunto de ciencias y disciplinas científicas y académicas que estudian el sistema nervioso, centrando su atención en la actividad del cerebro y su relación e impacto en el comportamiento (Gago & Elgier, 2018). Se presenta como una rama de investigación bastante reciente cuyo origen se remonta a la década de 1960 (Borck, 2016), abordando aspectos neurobiológicos de la conducta apoyados en la psicología cognitiva, la lingüística, la antropología y la inteligencia artificial, entre otros.…”

Section: Neurociencias Neurociencia Cognitiva Y Neuroeducación ¿Cómo Se Vinculan Estos Conceptos?unclassified

“…La plasticidad neural consiste en la capacidad de las diferentes redes neuronales de nuestro cuerpo para modificarse a lo largo de nuestro desarrollo ontogenético (Gago & Elgier, 2018). Por tanto, la neuroplasticidad reconoce el papel fundamental que el ambiente ejerce en la modulación de la actividad genética, permitiéndole al sujeto realizar una reconstrucción propia a partir de la interacción del genoma con el ambiente.…”

Section: La Base Para El Aprendizaje Constante: La Plasticidad Neuralunclassified

Aportes desde las neurociencias para la comprensión de los procesos de aprendizaje en los contextos educativos

Araya-Pizarro

Pastén

2020

PyR

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“…For a long time, the educational process was regarded as a system in which the development of intellectual skills was given importance and a homogeneous method of teaching was used, but the contribution of neuroscience in education has given a new meaning to this problem. Significant contributions of neuroscience have helped to understand that knowing how the brain works lead to changing pedagogical practice and improving educational quality (Gago & Elgier, 2018). Understanding learning as a continuous, permanent process of behavioral changes due to the perceived stimuli of the environment and not as a mere acquisition of knowledge-oriented to the intellectual development of the individual, leads to the idea that the brain is the fundamental pillar for the subject to form in an integral way.…”

Section: The Contribution Of Neuroscience To the Teaching-learning Prmentioning

confidence: 99%

“…Neuroscience can lead to a significant contribution to the teaching-learning process. The authors Gago & Elgier (2018), argue that knowing how the brain works lead to the readjustment of pedagogical and educational practice. The knowledge of neuroscience on the part of teachers makes them able to adjust strategies according to the needs of students (Alvarez, 2013).…”

Section: Controlsmentioning

confidence: 99%

The brain and its role on learning process

Tuarez

Delgado

Terán

et al. 2019

ijpse

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This article provided a brief analysis of an important human organ and the influences it has on personal and formal learning in the educational field. The specific topics that were investigated are the brain and its importance in learning, characteristics of the hemispheres of the brain learning and the contribution of neuroscience in the teaching-learning process. The first topic mentions how the brain influences learning and the role of memory in that process. The next topic focuses on the characteristics and functions performed by the two brain hemispheres. The latest content deals with the contribution of neuroscience in the educational field, here is detailed on how neural networks combined with the environment where the student performs to make learning possible. The descriptive methodology, based on the review of current bibliographic sources, was used. The purpose of this document is to provide the reader with true and up-to-date sources of information on an organ that integrates complex and necessary ideas for the human being.

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Trazando puentes entre las neurociencias y la educación. Aportes, límites y caminos futuros en el campo educativo

Cited by 26 publications

References 48 publications

The Persistence of Neuromyths in the Educational Settings: A Systematic Review

The Persistence of Neuromyths in the Educational Settings: A Systematic Review

Aportes desde las neurociencias para la comprensión de los procesos de aprendizaje en los contextos educativos

The brain and its role on learning process

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