In biology and neuropsychology laboratories it is possible to investigate the way in which basic mental processes work: memory, decision-making, discrimination between different stimuli, etc.
All of these psychological functions tell us about how our brains adapt to the environment and allow us to learn from our experiences. But … what if we investigate how our brains learn beyond laboratories? That is what neuroeducation consists of.
To arrive at its definition, it is necessary to start from its base, that is, neuroscience, which SAR defines as “science that deals with the nervous system or each of its various aspects and specialized functions”.
Neuroeducation is a vision, technique, form or form of teaching that is based on the use of strategies focused on the functioning of the brain.
The factors that intervene in neuroeducation are:
- Brain plasticity: The brain has a great capacity for adaptation throughout life and is capable of constantly creating new neurons and connections between them if it is provided with adequate stimulation.
- Mirror neurons: they are a group of brain cells that are activated both when we perform an action and when we observe that someone performs it. And it not only happens with actions, but also with emotional expressions. For this reason, they are believed to be the foundation of empathy and language acquisition.
- Emotions: they interact with cognitive processes, which is why a key part of neuroeducation refers to managing emotions so that they not only do not interfere but benefit the learning process.
- Genetics: lays the foundation for our abilities and skills, but experience will act accordingly.
How do we apply Neuroeducation or neurodidactics to the educational context?
The basic thing is that they not only passively receive the information, but they manipulate it, they actively participate in its elaboration.
Create a positive emotional climate.
It is very important that educators foster a positive classroom climate, where they are friendly and empathetic to their students. They need to control their emotional expression to be positive and infect their students. Avoid excessive stress on learning. A small level of stress is necessary to keep students motivated and active. However, high stress levels are detrimental to performance.
It improves emotional learning.
Emotion is closely linked to memory. We learn much better when information evokes emotions. Therefore, a good neuroeducation strategy is to create emotional connections within the context of the subject to be taught. These connections can be made with specific activities that emotionally connect students to content.
Teach in different styles and in different ways.
We can improve each student’s learning using different teaching styles, varying activities and materials. Not all students learn well the same way. Some are more visual, others more bodily, etc. Using images, videos, experimental activities, interactive, musical … we are using neuroeducation to stimulate all the senses. In this way, you will learn more comprehensively, benefiting all kinds of students.
Perform repetitions but in different ways
One of the best ways to learn and store information in long-term memory is by repeating the information. However, if the material to be learned is repeated in the same way, it can be extremely boring for students.
Carry out the repetition but in different ways
One of the best ways to learn and modify information in long-term memory is by repeating the information. However, if the material is learning it is repeated in the same way it can be extremely boring for the students. Therefore, a good neuroeducation strategy is the repetition of the material, click in different ways and from a variety of activities and experiences.
Feedback, or feedback, is essential for neuroeducation and the learning process. Giving feedback, saying what has been done well and what can be improved is essential to guide learning.