Neuroeducation: building bridges between neuroscience and science learning

Abstract

The synergy between education and neuroscience, also called neuroeducation, cannot be achieved without obstacles and barriers, which arise from the ambition to articulate two languages, two theoretical fields and two effectively different research areas. Several studies have been carried out, however, the number of researches that specifically concern the brain mechanisms linked to science learning is still small.

In this work, some of these investigations are reviewed, particularly, the determination of the role of inhibition in learning and in the conceptual changes, as well as the implementation of spaced learning.

From the analysis of these studies, we can collect some clues about the most appropriate strategies to achieve effective and lasting learning, namely the stimulation of processes of cognitive competition between scientifically correct and incorrect concepts, alongside memorization, which seems to constitute itself as a necessary phase to promote conceptual change.

However, it is essential to keep in mind that there are no magic formulas, and that when the subject is learning, individuality and the multiple dimensions of the contexts in which students are inserted cannot be neglected.