Neuroscience and Education
A necessary dialogue in the teaching-learning process
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The objective of this work is to investigate and evaluate the contribution of dialogue between neuroscience and education from the perspective of the teaching-learning process and its favorable implications of this process, generating significant results in the learning of students by corroborating the hypothesis formulated and the need to improve teacher training before this is directed to classroom practice. A work that approaches the cycles of learning from the evolution of man experienced in the phases: childhood, adolescence, adult and senility. This is followed by an approach to the chal...
The objective of this work is to investigate and evaluate the contribution of dialogue between neuroscience and education from the perspective of the teaching-learning process and its favorable implications of this process, generating significant results in the learning of students by corroborating the hypothesis formulated and the need to improve teacher training before this is directed to classroom practice. A work that approaches the cycles of learning from the evolution of man experienced in the phases: childhood, adolescence, adult and senility. This is followed by an approach to the challenges and contributions of neuroscience applied to education.
