NEUROSCIENCE AND EDUCATIONMasters in Curriculum and University Education

Jeff Lile

NEURONS

CELL BODY

DENDRITES

AXON

MYELIN

SYNAPSES

COMMUNICATION BETWEEN NEURONS

Neurons release neurotransmitters to send messages to other neurons.

These neurotransmitters are the result of electrical charges that are carried along the axon to the dendrites where they are released and attach on to other neurons.

CHANGES IN NEURON COMMUNICATION

Synaptogenesis is a process by which neurons increase the number of synapses that allow them to communicate with each other.

Synaptic pruning is the process by which the number of synapses is decreased.

Myelinogenesis is the process by which a myelin is formed around the axon. The myelin allows signals to be sent more quickly along the axon.

The loss or destruction of myelin can cause cognitive and motor problems.

AREAS OF THE BRAIN

The brain is divided into: Hemispheres

Lobes Groupings of neurons

RIGHT HEMISPHERE

Visual and Spatial Reasoning

Recognizing features

LEFT HEMISPHERE

Language and verbal skills

Mathematics

Logic

CORPUS CALLOSUM

Group of fibers that allow the hemispheres of the brain to communicate.

This communication implies that the hemispheres work together resulting in a complex structure. As a result it is overly simplistic to define students as right- or left-brained learners.

CEREBRAL CORTEX

Location for a large portion of neurons

Important for higher brain functions.

LOBES

Parietal lobe Frontal lobe

Temporal lobe Occipital lobe Vision

FRONTAL LOBE

Higher level cognitive functioning

Planning

Judgement

Memory

Problem-solving

Behavior

TEMPORAL LOBE Speaking

Hearing

Naming

Understanding language

PARIETAL LOBE Mathematics

Sensory information

Visual and Spatial Processing

Language

Cognition Abstract concepts

Metaphors

OCCIPITAL LOBE Visual Cortex

Visual Processing

Color differentiation

Differentiation of movements

WHAT IS EDUCATION?

From the perspective of neuroscience education is the development and transformation of neural networks as the brain adapts to its environment.

The ability to learn is the result of the strength and amount of connections between neurons.

CREATING PATTERNS

When confronted with a new environment or set of circumstances the brain will begin to develop neural pathways to deal with this situation.

Through repeated practice of methods of thinking and learning, mental pathways can be created and reinforced.

These changes represent what we often call learning and can occur just as frequently in adults as in children.

LEARNING THROUGHOUT LIFE

New neurons are created while old ones are weakened.

The brain develops an optimal structure by creating, eliminating, strengthening, and weakening synapses.

For example, when someone stops practicing and using a second language, the synapses and neurons will slowly weaken and eventually die as they are no longer necessary for the environment the brain encounters.

The brain continues developing throughout life and creating and changing synapses.

This means that adults can continue to develop significant comprehension through this process known as plasticity.

METACOGNITION

The frontal cortex manages cognition and the necessary skills for metacognition.

Students need to develop skills of metacognition in order to effectively plan their learning and guide their process.

The neural structures necessary for metacognition must be developed through practice of planning and reflective skills.

EMOTIONS AND FEELINGS

The limbic system is location of the structures in the brain that deal with emotion and is connected to the frontal cortex.

Emotions play an important role in developing and shaping neural networks in the brain.

In order to effectively learn, students must learn to manage their emotions.

Intense emotions produce mental static en the frontal lobe which can impede the attainment of knowledge and understanding.

WHAT DO BRAINS NEED TO LEARN?

In order to effectively learn, students need: Social experiences

Control of their emotions

An environment that stimulates them emotionally, academically, and physically

Sufficient sleep

IMPLICATIONS FOR TEACHING

According to Castro (2009) recent neuro-scientific discoveries have 3 implications for teaching:

Students control their own learning process.

Knowledge and understanding is developed when it is significant for students and builds on previous experience.

Neural networks take time and patience to change and develop.

EXAMPLE OF A LEARNING ENVIRONMENT: VIDEO GAMES

Video games present problems that include rules to complete them as well as clear objectives to achieve.

These games provide different environments that cause brains to develop differently.

Because of repeated actions that lead to different brain structures, video game players develop skills like peripheral vision.

REFERENCIAS

Castro, S. (2009). Piaget, Chomsky y neurociencia. Periódico La Nación. Recuperado de http://wvw.nacion.com/ln_ee/2009/febrero/08/opinion1868010.html

OCDE (2009). La comprensión del cerebro: El nacimiento de una ciencia del aprendizaje. Paris: OCDE

Redes (2011). No me molestes mamá, estoy aprendiendo [VIDEO]. Recuperado de http://www.youtube.com/watch?v=usRHveRfLgU