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Why does the brain matter for education? - Coggle Diagram
Why does the brain matter for education?
The relevance of the brain for educators
Demonstrated by application in artificial intelligence
To understand how cognitive systems work, because some properties can be considered strange
Different ways to memorize (novel concepts and how they fit with existing knowledges) and forget
Metabolic costs of mental activity (focused attention)
Classroom improvment
Neural mechanisms of learning
Based on connectivity between neurons, that cannot process every type of content (cognitive training not general benefits)
Formed by four subsequential levels
Sensorimotor function
Emotion function
Social function
Cognition function
Importance of an holistic perspective
Pathways linking neuroscience and education
Neuroscience can be useful for teachers when considers education in a complex way (es. considering Brofenbrenner's ecological system)
When is it not useful?
Promoting reductionist way to consider learning
Promoting neuromyths
Relabelling psychological concepts not adding new
Seductive allure of neuroscience
Teachers are interested in neuroscience but teaching programs don't furnish the basics (example of initial teacher training - ITT)
Why do they criticize these programs? (critique towards CPD programs)
High costs and not time to do it
No priority of educational neuroscience
Preference for pedagogical curricula
Also in focusing on SEN children
No focus on children's early development
Difference between theorical approach and practical reality
A Natial Survay confirms these small-scale results
Teachers use implicitly neuroscience
UK Department for Education promote ITTECF (2024)
Focusing only on cognitive elements and not educational neuroscience
Not holistic view of education
Teachers inform themselves about EN through indirect informal ways
Spreading of neuromyths
No knowledge to understand these informations
Difficulty increased by complexity of traslating in educational practices
The paper in the special issue
Asberg Johnels et al.
Studying the developmental process of controlateralization between hemisphere processing - attention in the part of face
Contro-lateralization in children without dyslexia, not children with dislexia (no bias)
This face-processing is associated with reading
Not clear the improvment in teaching classroom
Bias in elaborating left-side thanks to right hemisphere
Rodriquez Buritica et al.
Behavioural perspective of association between academic abilities/performance and actual academic achievement (and positive teacher evaluations
Educational relevant
Neural perspective of neural areas associated with self-concept (of themselves or others)
No clear findings in associating fMRI meansures and complex psychological construct
Basic research
Different memory retrial between decision about self and others
Front of brain more active for decision about self
Different activation of precuneus
Menabo et al.
Understand how students perceive bullying situation
Studying gaze pattern combined with verbal reports
Paying attention to the defender
Janssen and van Atteveldt
Use indirect rout of meta-cognition and not psychology
The study of mindset (fixed or growth and association with low socioeconomic status)
Experiment with knowledge about mindset and neurofeedback
Less reducing grade point averege
No difference in school burnout symptoms
Students of lower SES are likely to have fixed mindsets but not confirm about a better results thanks to intervention
Some limits
Not substantial supporting-tehory
After a year improvements ended
Control Group has lef math examples
Not replicated
Intervention with high costs
Even if effect size is large (we need a combination of them into school-decisions)