Theoretical Foundations of Neuroeducation and its Role in Teaching and Learning
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors
-
-
Chutanov Baxrom Egamberdiyevich
Teacher of the Gulistan Presidential School -
Abdullayev Xurshid Abdusalom oʻgʻli
Teacher of the Gulistan Presidential School -
O'rozov Islombek Bozorboy o'g'li
Teacher of the Gulistan Presidential School -
Savronov Doston Rustam o'g'li
Teacher of the Gulistan Presidential School
-
- Keywords:
- neuroeducation, cognitive approach, affective neuroeducation, neurodidactics, neuropsychology, learner-centered education, EdTech, brain function, memory, motivation, personal meaning, innovative education, interdisciplinary approach, neuroplasticity, visual and sensorimotor learning
- Abstract
-
This article provides a comprehensive analysis of the theoretical and methodological foundations of neuroeducation and its conceptual significance in the processes of teaching and learning. The author substantiates the necessity of reorganizing education on the basis of learner-centered, brain-compatible, and interdisciplinary approaches. The interrelation of fields such as neuropsychology, cognitive sciences, psycholinguistics, and pedagogy is identified as a key factor in the formation of neuroeducation. The paper further outlines the cognitive and affective orientations of neuroeducation, the schools of thought represented by neurodidactics and neuropsychological education, and their integration with EdTech technologies from the perspective of educational effectiveness. Moreover, the role of neuroeducation in fostering moral, intellectual, and creative maturity in learners is highlighted, presenting it as a paradigm for the future of education.
- References
-
1. S. Deleuze, Neuropsychologie et pédagogie. Paris, France: L’Harmattan, 2011, p. 94.
2. D. Medina, Pravila mozga: Chto stoit znat’ o mozge vam i vashim detyam. Moscow, Russia: Mann, Ivanov and Ferber, 2018, p. 73.
3. L. A. Tsvetkova, Neuropsychology and Education. Moscow, Russia: Academic Project, 2016, p. 122.
4. S. Yoon, Brain-Based Learning Environment and Instruction. Seoul, South Korea: Korean Education Press, 2018, p. 56.
5. J. Willis, Research-Based Strategies to Ignite Student Learning. Alexandria, VA, USA: Association for Supervision and Curriculum Development, 2006, p. 38.
6. T. V. Akhutina, Neuropsychology of School Age. Moscow, Russia: VLADOS, 2013, p. 89.
7. M. Saluovitta, Neurodidactics in Practice: Rethinking Teaching Methods. Helsinki, Finland: EDUFIN, 2017, p. 92.
8. T. Tokuhama-Espinosa, Mind, Brain, and Education Science: A Comprehensive Guide to the New Brain-Based Teaching. New York, NY, USA: W. W. Norton & Company, 2010.
9. M. H. Immordino-Yang and A. R. Damasio, “We feel, therefore we learn: The relevance of affective and social neuroscience to education,” Mind, Brain, and Education, vol. 1, no. 1, pp. 3–10, 2007, doi: 10.1111/j.1751-228X.2007.00004.x.
10. P. A. Howard-Jones, “Neuroscience and education: Myths and messages,” Nature Reviews Neuroscience, vol. 15, no. 12, pp. 817–824, 2014, doi: 10.1038/nrn3817.
11. D. Ansari, B. De Smedt, and R. H. Grabner, “Neuroeducation—A critical overview of an emerging field,” Neuroethics, vol. 5, no. 2, pp. 105–117, 2012, doi: 10.1007/s12152-011-9119-3.
12. Organisation for Economic Co-operation and Development, Understanding the Brain: The Birth of a Learning Science. Paris, France: OECD Publishing, 2007, doi: 10.1787/9789264029132-en.
13. D. A. Sousa, How the Brain Learns, 5th ed. Thousand Oaks, CA, USA: Corwin, 2016.
14. E. Jensen, Brain-Based Learning: The New Paradigm of Teaching, 2nd ed. Thousand Oaks, CA, USA: Corwin Press, 2008.
15. A. Diamond, “Executive functions,” Annual Review of Psychology, vol. 64, pp. 135–168, 2013, doi: 10.1146/annurev-psych-113011-143750.