Neuropedagogy for Improving the Educational Process in Universities
DOI:
https://doi.org/10.6000/2292-2598.2021.09.03.8Keywords:
Teacher, student, modernisation of education, neuroscience, KazakhstanAbstract
Objective: This study aims to investigate the problems that neuropedagogy can solve in the context of the educational process.
Background: Research in neuropedagogy has been gaining popularity in recent years. This has been driven by advances in technology and the social sciences. Every year more and more scientists approach the subject of neuropedagogy to modernise the educational system and improve the educational process.
Method: The main research methods in this scientific article are the comparative method, methods of analysis and data synthesis, the historical method, as well as the theoretical analysis of scientific literature related to the subject matter.
Results: The study explored the concept of neuropedagogy and the principles on which it is based. Practical recommendations for teachers of Kazakhstan have been developed. Scientific articles on the subject matter are analysed, the degree of research and the effectiveness of the implementation of neuropedagogy in the educational process is assessed.
Conclusion: It was concluded that the use of neuropedagogy would provide an opportunity to improve and modernise the education system.
References
Williamson B. Coding the biodigital child: The biopolitics and pedagogic strategies of educational data science. Pedagogy, Culture & Society 2016; 24(3): 401-416. https://doi.org/10.1080/14681366.2016.1175499 DOI: https://doi.org/10.1080/14681366.2016.1175499
Taguchi H. “The concept as method”: Tracing-and-mapping the problem of the neuro(n) in the field of education. Cultural Studies. Critical Methodologies 2016; 16(2): 213-223. https://doi.org/10.1177/1532708616634726 DOI: https://doi.org/10.1177/1532708616634726
Aronsson L. Reconsidering the concept of difference: A proposal to connect education and neuroscience in new ways. Policy Futures in Education 2019; 18(2): 275-293. https://doi.org/10.1177/1478210319850437 DOI: https://doi.org/10.1177/1478210319850437
Cuthbert A. Neuroscience and education – An incompatible relationship. Sociology Compass 2015; 9(1): 49-61. https://doi.org/10.1111/soc4.12233 DOI: https://doi.org/10.1111/soc4.12233
Kraft V. Neuroscience and education: Blind spots in a strange relationship. Journal of Philosophy of Education 2012; 46(3): 386-396. https://doi.org/10.1111/j.1467-9752.2012.00868.x DOI: https://doi.org/10.1111/j.1467-9752.2012.00868.x
Rueda C. Neuroeducation: Teaching with the brain. Journal of Neuroeducation 2020; 1(1): 108-113. https://doi.org/10.1344/joned.v1i1.31657 DOI: https://doi.org/10.1344/joned.v1i1.31657
Kumar S. Neuroeducation and learning. Research Nebula 2016; 5(2): 155-158.
Di Jorio D. Synaptic plasticity and learning processes: A neuroeducation perspective. OBM Neurobiology 2020; 4(2): article number 7. https://doi.org/10.21926/obm.neurobiol.2002063 DOI: https://doi.org/10.21926/obm.neurobiol.2002063
Nouri A. The basic principles of research in neuroeducation studies. International Journal of Cognitive Research in Science Engineering and Education 2016; 4(1): 59-66. https://doi.org/10.5937/IJCRSEE1601059N DOI: https://doi.org/10.5937/IJCRSEE1601059N
Doukakis S. Exploring brain activity and transforming knowledge in visual and textual programming using neuroeducation approaches. AIMS Neuroscience 2019; 6(3): 175-190. https://doi.org/10.3934/Neuroscience.2019.3.175 DOI: https://doi.org/10.3934/Neuroscience.2019.3.175
Miller R. Neuroeducation: Integrating brain-based psychoeducation into clinical practice. Journal of Mental Health Counseling 2016; 38(2): 103-115. https://doi.org/10.17744/mehc.38.2.02 DOI: https://doi.org/10.17744/mehc.38.2.02
Smyrnaiou Z, Riopel M, Sotiriou M. Recent advances in science and technology education, ranging from modern pedagogies to neuroeducation and assessment. Newcastle: Cambridge Scholars Publishing 2016. https://doi.org/10.1007/978-3-319-22933-1 DOI: https://doi.org/10.1007/978-3-319-22933-1
Pastena N, Minichiello G. Neuro-phenomenology and neuro-physiology of learning in education. Procedia – Social and Behavioral Sciences 2015; 174(1): 2368-2373. https://doi.org/10.1016/j.sbspro.2015.01.902 DOI: https://doi.org/10.1016/j.sbspro.2015.01.902
Thomas M, Ansari D, Knowland V. Annual research review: Educational neuroscience: progress and prospects. Journal of Child Psychology and Psychiatry, and Allied Disciplines 2019; 60(4): 477-492. https://doi.org/10.1111/jcpp.12973 DOI: https://doi.org/10.1111/jcpp.12973
Smeyers P. Neurophilia: Guiding educational research and the educational field? Journal of Philosophy of Education 2016; 50(1): 62-75. https://doi.org/10.1111/1467-9752.12173 DOI: https://doi.org/10.1111/1467-9752.12173
Cuthbert A. Teaching & learning guide for “Neuroscience and education – An incompatible relationship”. Sociology Compass 2015; 9(2): 156-160. https://doi.org/10.1111/soc4.12239 DOI: https://doi.org/10.1111/soc4.12239
Altimus C, Jones Marlin B, Ekavi Charalambakis N, Colón-Rodríguez A, Glover E, Izbicki P, Johnson A, Lourenco M, Makinson R, McQuail J, Obeso I, Padilla-Coreano N, Wells M. The next 50 years of neuroscience. Journal of Neuroscience 2020; 40(1): 101-106. https://doi.org/10.1523/JNEUROSCI.0744-19.2019 DOI: https://doi.org/10.1523/JNEUROSCI.0744-19.2019
Bowers JS. The practical and principled problems with educational neuroscience. Psychological Review 2016; 123(5): 600-612. https://doi.org/10.1037/rev0000025 DOI: https://doi.org/10.1037/rev0000025
Zadina J. The emerging role of educational neuroscience in education reform. Psicología Educativa 2015; 21(2): 71-77. https://doi.org/10.1016/j.pse.2015.08.005 DOI: https://doi.org/10.1016/j.pse.2015.08.005
Martín-Loeches M. Neuroscience and education: We already reached the tipping point. Psicología Educativa 2015; 21(2): 67-70. https://doi.org/10.1016/j.pse.2015.09.001 DOI: https://doi.org/10.1016/j.pse.2015.09.001
Published
How to Cite
Issue
Section
