{"id":3209,"date":"2021-10-15T11:05:56","date_gmt":"2021-10-15T11:05:56","guid":{"rendered":"https:\/\/markinstyle.co.uk\/?p=3209"},"modified":"2023-08-17T12:14:55","modified_gmt":"2023-08-17T12:14:55","slug":"what-is-neuroeducation","status":"publish","type":"post","link":"https:\/\/markinstyle.co.uk\/what-is-neuroeducation\/","title":{"rendered":"What Is Neuroeducation? [And Why We Should All Embrace It]"},"content":{"rendered":"
What is neuroeducation?<\/span> <\/span><\/p>\n It\u2019s a new, revolutionary process of learning, a combination of neuroscience and education. <\/span><\/p>\n Here\u2019s the thing:<\/span><\/p>\n Neuroeducation<\/b> is basically the merger of biological and educational processes. Scientists are implementing it today because of the benefits it brings to the learning process. For instance, the intertwining of neuroscience and education helps with <\/span>reading<\/b>, <\/span>numerics<\/b>, and <\/span>attention span<\/b>. <\/span><\/p>\n Neuroscience offers a new perspective on education by focusing on the following characteristics – <\/span>brain state<\/b>, <\/span>hormonal state,<\/b> and <\/span>genetic state<\/b>. As a result, students obtain different types of learning and retention. <\/span><\/p>\n You might be wondering: <\/span><\/p>\n Where does <\/span>neuroeducation<\/strong> get its utmost application?<\/span><\/p>\n Neurolearning<\/span> has great potential in enhancing the learning abilities of students with <\/span>ADHD<\/b>, <\/span>dyslexia<\/b>, and <\/span>dyscalculia<\/b>. So, it\u2019s a great way to overcome the huge obstacles that students with learning disabilities are facing on a daily basis. <\/span><\/p>\n And that\u2019s not all:<\/span><\/p>\n In addition to being specifically helpful for students with short attention span and learning disorders, the <\/span>neuroscience learning theory<\/b> provides effective learning strategies for all students. <\/span><\/p>\n So, if you\u2019re eager to find out more about the <\/span>importance of neuroscience in education<\/b>, then it\u2019s time to check out some of the top questions related to the topic. At Mark in Style<\/a>, we\u2019ll also give you some tips on applying different aspects of <\/span>neuro education<\/span> in the classroom. <\/span><\/p>\n But before we get there, let\u2019s cover a bit of background.<\/span><\/p>\n Neuroeducation<\/b> emerged out of the need for a new practice within the educational field. In an attempt to replace the already obsolete methods of traditional learning and education, scientists started applying <\/span>educational neuroscience<\/b> methods in the pursuit of an effective outcome. We might say that there isn\u2019t all that much <\/span>neuroeducation history<\/b> because it\u2019s a relatively recent approach. Which makes it all the more exciting and worth exploring, of course!<\/span><\/p>\n Now:<\/span><\/p>\n Even though education theory is closely tied with the names of <\/span>Abraham Maslow<\/span><\/a>, <\/span>John Dewey<\/span><\/a>, and <\/span>Lev Vygotsky<\/span><\/a>, there wasn\u2019t a thorough understanding of the process of learning until it was connected with neuroscience. Just by getting a grip on the functions of the brain, neuroeducation<\/strong> makes the learning process \u2018digestible\u2019. <\/span><\/p>\n Since then, scientists have been engaged in discussions about the new philosophy that includes the human brain and learning. Several modern technologies have been used to measure brain activity and establish the relationship between neuroscience and education. <\/span><\/p>\n The two trailblazing <\/span>neuroeducation books<\/b> at the very beginning are the <\/span>1995<\/b> edited volume by <\/span>George Singer<\/b> and <\/span>Deborah Graham<\/b>, <\/span>The Decade of the Brain<\/span><\/i><\/a>, and <\/span>David A. Sousa<\/b>\u2019s <\/span>How the Brain Learns<\/span><\/i><\/a>, published in <\/span>2000<\/b>. The books explore the impact emotions have on the decision making processes in the brain, attention span and its effects the process of learning, and how the process of teaching should be done in order to aid learning.<\/span><\/p>\n Now that we know the beginnings, let\u2019s delve deep into the most pressing questions.<\/span><\/p>\n <\/p>\n The major goal of educational neuroscience is to merge the two fields of education and neuroscience. This way, we can build a bridge between researchers and educators, while dangerous <\/span>neuromyths<\/b> are excluded from the picture. <\/span><\/p>\n As a result, neuroeducation<\/strong> has the potential to ease the process of studying as well as the process of teaching. There are even specialized websites that help teachers, such as <\/span>Big Brain Education<\/span><\/a>. Just by applying some of the following principles, teachers can see a positive outcome in learning and retention:<\/span><\/p>\n According to the latest <\/span>brain research education<\/b> findings, learning new information is best done in small chunks. The reason behind this way of providing mini-lessons is that students remember the beginning and end of a lesson the most. Learning in small chunks is also called <\/span>microlearning<\/b>. And as <\/span>microlearning statistics<\/b><\/a> show, this method is <\/span>17%<\/b> more effective than traditional ways of learning. <\/span><\/p>\n Prior to teaching a lesson, teachers should form an <\/span>emotional connection<\/b> between the lesson and the students. This is why <\/span>stories<\/b> are remembered so well. Once the students connect with the story, they will learn the concepts within it more quickly.<\/span><\/p>\n Passive learning is when teachers teach a lesson without involving the students. However, this way the retention is lower compared to when students are active participants in the lesson. Some of the ways to include the students in the lessons are <\/span>gamification<\/b>, <\/span>simulations<\/b>, <\/span>role-playing<\/b>, etc.<\/span><\/p>\n Teaching concepts that involve only teaching a lesson, without immediate application of the knowledge acquired, result in less knowledge retention. Unless the knowledge is applied by the students immediately after the teaching, there will be a lack of student achievement. <\/span><\/p>\n The brain needs some rest in order to sort things out better. This is why <\/span>education and neuroscience<\/b> focus on making breaks within a lesson. In addition, students can get the most out of a lesson by getting a few minutes of rest <\/span>after one hour <\/b>of continuous learning.<\/span><\/p>\n Some schools prohibit the use of mobile phones and checking social media in class in order to boost student productivity. When students do several things all at once – talk to others, check their phones, and so on, their attention span is very low. This is why <\/span>educational neuroscience programs<\/b> say no to multitasking. <\/span><\/p>\n Concepts already learnt have to be repeated to stay in the memory longer. As a result, the brain will develop and retain <\/span>neuroplasticity<\/b> and then provide growth of the neural networks that work on retaining knowledge.<\/span><\/p>\n To get the most out of the brain, you should give it optimal support. This includes some of the key factors in keeping the body in shape – <\/span>healthy food<\/b>, <\/span>exercise,<\/b> and <\/span>plenty of sleep<\/b>. Successful learning happens when students are well-rested, get vitamins from fresh fruit and vegetables, and are physically active. <\/span><\/p>\n When it comes to the combination of <\/span>neuroscience and learning,<\/b> we can see the revolutionised theories of learning in the last decade. In fact, all of the changes are due to the <\/span>application of cognitive, affective, and social neuroscience to education<\/b>. For instance, the impact of emotional and social learning<\/a> was already evident in the past. But due to the new technology and measures, its importance is far greater.<\/span><\/p>\n What\u2019s more: <\/span><\/p>\n The understanding of the process of learning is closely connected to theories that note changes in the neurophysiology and changes in behaviour. <\/span><\/p>\n So, if you\u2019re looking for a typical example of recent neuroscience breakthroughs, you need to look no further than the results of a study conducted by the scientists at <\/span>Carnegie Mellon University<\/b> in Pittsburg, Pennsylvania. As the students were learning about simple matters, their brain activity was scanned in order to get an insight into the brain matters when acquiring new concepts. <\/span><\/p>\nHow It All Began<\/b> <\/b><\/h2>\n
What Is the Major Goal of Educational Neuroscience?<\/b><\/h2>\n
Focus on Learning in Small Chunks<\/strong><\/h4>\n
Link to the Lesson Emotionally<\/strong><\/h4>\n
Learning Should Be Active, not Passive<\/strong><\/h4>\n
Immediate Application of New Knowledge<\/strong><\/h4>\n
Learning Breaks Are Important<\/strong><\/h4>\n
Avoid Multitasking <\/strong><\/h4>\n
Repeat to Retain Neuroplasticity<\/strong><\/h4>\n
Healthy Body = Healthy Brain<\/strong><\/h4>\n
What Is Neuroscience Learning Theory?<\/b><\/h2>\n