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APPLICATION OF NEURODIDACTIC TRATEGIES IN TEACHING AND LEARNING PROCESS
Abstract
Learning is a result of brain activity, a neuro-phenomenon that can be analysed in response to a variety of research questions. This article aims at focusing on the teacher’s working scope, explaining what neurodidactic actions of the teacher contribute to learning. The obtained results demonstrate that the learning process, which we intend to construct in accordance with neurodidactic principles, can be analysed according to four main factors: students’ neurostimulation, perception and consolidation of teaching materials, and self-directed learning. It was determined that in teaching teachers tend to apply strategies for perception and consolidation of the instructional materials. Strategies for engaging the learner with educational materials (activating brain activity) are less frequently used in lessons. We also compared subscale averages across groups of students that differed by achievement levels. The teachers applied strategies for consolidation of teaching materials more often when teaching students with a higher level of achievement than those with a satisfactory level of achievement. Students with a higher level of achievement applied the afore-said learning strategies more often than the ones with a satisfactory level of achievement. Moreover, the students were not often inclined to apply the strategies themselves while learning. The obtained results allow raising a controversial issue why teaching based on brain activity seems to be more characteristic when a teacher works with younger classes and with girls in secondary schools.
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References1
] Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers. Frontiers in psychology, 2012, 3, 429. [2.] DeVellis, R. Scale Development: Theory and Applications: Theory and Application. Thousand Okas, CA: Sage, 2003. [3.] Donoghue, G. M., & Horvath, J. C. Translating neuroscience, psychology and education: An abstracted conceptual framework for the learning sciences. Cogent Education, 3(1), 1267422, 2016. [4.] Markant, D. B., Ruggeri, A., Gureckis, T. M., Xu, F. Enhanced Memory as a Common Effect of Active Learning. Mind, Brain, and Education, 2019, Volume 10— Number 3, p.142-152. [5.] McGinty, J., Radin, J., & Kaminski, K. Brain-friendly teaching supports learning transfer. New Directions for Adult and Continuing Education, 2013, 137, 49-59.
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