Neuroeducation Impact on Physics Learning

• Explores the impact of Neuroeducation on physics learning for high school students.
• Identifies effective teaching strategies integrating Neuroeducation for meaningful physics learning.
• The research used a mixed methodology, surveying 37 students and interviewing physics teachers.
• The goal was to understand perceptions of teaching practices and classroom motivation.
• The approach gathered qualitative and quantitative data to support findings.
• Results showed both favorable and unfavorable aspects concerning students’ perceptions of physics.
• The unfavorable evidence points to a need for strategies boosting memory, attention, and motivation.
• It proposes an educational plan using practical exercises and experiments based on neuro-educational principles.
• Activities aim to foster experimental and collaborative learning, also cultivate critical thinking and problem-solving skills.
• Neuroeducation is an essential tool to improve education quality and encourage deep understanding.

Introduction

• Neuroeducation blends neuroscience with education to improve learning by understanding brain processes.
• Neuroeducation is an innovative approach teaching complex subjects like physics.
• The application not only improves understanding and motivation, but also addresses cognitive and emotional challenges.
• Despite advances, physics remains challenging due to its complexity and negative emotional and motivational factors.
• The article seeks to analyze how neuroscience-informed education can enhance physics learning.
• The objective is to improve teaching methods, boost motivation, and encourage critical thinking and problem-solving.
• Principles of neuroeducation can be grounded in physics learning to identify students’ cognitive challenges.
• A neurodidactic strategy is proposed to enhance physics learning and assess its effectiveness.
• Neuroeducation has significantly improved academic performance in areas like mathematics and science.
• Strategies are designed to align with how the brain learns best, boosting student motivation and knowledge retention.
• Improving student perception of physics and adapting educational methods is also looked at.
• Factors such as social class, socioeconomic status, culture, family, and self-esteem, along with traditional teaching approaches make students be hostile when learning physics.
• A motivated student and a well-prepared teacher are essential for effective learning
• Neuroeducation can play a crucial role in addressing cognitive challenges in physics learning.
• Understanding the information makes memory storage more efficient.
• Using real examples and relatable situations aids information retention, while rote memorization without comprehension is ineffective.
• Neuroeducation presents an innovative strategy to tailor education to individual student needs, regardless of age.
• Neuroeducation offers an innovative approach to help students understand physics.
• It facilitates a more personalized learning approach, contributing to achieving educational goals.
• It is important to develop teaching strategies that collaborate with the process of teaching and learning, connects what is learned in the classroom.

Neuroscience

• Presents itself as an interdisciplinary field combining biology, psychology, medicine, and philosophy.
• Dedicated to unraveling the mysteries of the human brain and its influence on behavior, cognition, and emotions.
• Generates a revolution in the way of understanding the human being.
• Aspects (biological, psychological, and social) are inseparable, predicting a paradigm shift in various fields of knowledge.
• It is essential for understanding all aspects of human life because the brain is the organ that processes all experiences and controls all the functions of the body.
• The brain generates thoughts, it is crucial to maintain life and regulate emotions.
• The capacity of neural connections to strengthen or weaken with experience, as an essential process in learning and memory is key.
• It is key to understanding human experience, from sensory perception to emotions and cognition.
• Compares the brain to a muscle, noting that the more it is exercised, the stronger it becomes.
• Physical activity improves not only bodily health, but also cognitive function.
• Despite limitations, the brain also possesses an extraordinary capacity to adapt.
• Through neurological studies, the patients, even in extreme situations, develop new skills or ways of perceiving the world to compensate.
• It offers the educational field tools to detect the learning difficulties of the students.
• Traditional education has followed an approach based on memorizing, this method is not effective for everyone.
• Recommends innovating in the methods of teaching, adapting them to the best-developed skills of each student.
• It provides guidelines for teachers to identify and address these difficulties, improving the learning process.

Neuroeducation

• An innovative approach to teaching based on knowledge of how the brain works.
• Integrates neuroscience, psychology, and medicine to improve learning processes.
• Optimizes students' cognitive abilities and memory through specially designed pedagogical strategies.
• Focuses on leveraging brain plasticity, the brain's ability to adapt and change in response to stimuli and experiences.
• Claims that each brain is unique, highlighting the need to personalize teaching methods.
• Teachers can adapt strategies according to the individual characteristics of each student.
• Facilitates the transmission of knowledge by teachers and promotes students' understanding and retention of information.
• Places a special emphasis on integrating the emotional component in the teaching-learning process.
• Emotions, moods, and lived experiences directly affects the functioning of the brain and therefore on learning.
• Brain areas are activated and stimulated through recreational activities, pedagogical techniques, or meaningful experiences.
• Boosts the student's motivation and interest, promoting meaningful learning.
• Emotions are important for students and teachers.
• An emotionally connected teacher can improve classroom dynamics and the success of the educational process.
• Uses neurobiological knowledge to design methodologies that respond to the individual needs of students.
• Integrate, cognitive and emotional aspects to transform learning, making it more inclusive, efficient, and adapted to the particularities of each brain.

Physics

• Modernizing teaching and learning methods is shown.
• Indispensable to rethink how to learn and teach physics.
• Students should outline their own strategies so that the results they obtain are those they expected.
• Students are asked to ponder on the theoretical advance of the physical.
• Explains the different contexts that indicate the way in which knowledge in this area of knowledge is obtained.
• The curriculum of physics has been designed with the following distribution of curricular blocks:
  • Block 1: Movement and force
  • Block 2: Energy, conservation, and transfer
  • Block 3: Waves and electromagnetic radiation
  • Block 4: The Earth and the Universe
  • Block 5: Today's physics
  • Block 6: Physics in action
• Students perceive physics has a negative experience.
• Physics is the study of the universe and the things that happen in it, in which the neurosciences can applied.

Methodology

• A mixed approach is used, combining qualitative and quantitative methods.
• The qualitative approach was used using the interview to study the perceptions and experiences of the students.
• Quantitive approach it is to manage results obtained through surveys.
• Capture numeric data and subjective opinions of students.

Variables

• Independent: The Neuroeducation.
• Dependent: Process of teaching - learning of physics.
• The comprension of the concept is to evaluate that students understand the concepts of physics.
• Reduction of cognitive difficulties to analyze if the strategies decreases the difficulty of the students when the learning physics.
• Motivation examines the interest and disposition of students toward the study of phusics.
• Social participation measures the participation of students in the colaboration with classmates.
• Meaningful learning verifiy if the students acquire knowledge for practice in the classroom.
• The study was conduction in Santo Domingo de los Colorados.
• Sample of 37 students of the bachillerato.
• Questionaire with both closed and opened questions was used in which the closed questions where organized in levels to measure the frequency.

Results

• 54.10% of students had and dominate the concepts whilst 32.40% had a low knowledge of concepts.
• 81.10% described the ambience in class as pleasant while 13.50% mentioned that it helped with motivational.
• 81.10% indicated that the classes are pleasant.
• 48.60% learns more in the class while 32.40% preffered it in labratory.
• The 51.40% mention that the teacher uses didatic resources rarely.
• Results suggest to increse teaching to boost classes for an elevated learning experience.
• 51.40% mentioned that felt motivated.
• Mnemonics is the principal difficulty.
• 78.40% confirmed that phisics is important in both work and studie aspect.

Discussion

• Survey students consider it an essential key for them.
• The most efficient of learning more effective combines teorics and practice.
• Highligh in a good and positive environment with great tecnichs are essencial.
• Estudents valorate both clear to explain and aplicate methods to gain confidence against the subject.

Conclusions

• The need is there with the neurocience to create an learning enviroment, create effective strategies, to help the student the best way possible.
• Findind a balance creates inovation in a complex are such as physics.
• With the use of neurocience they can overcome, reduce and solve the problems that can accrue when learning physics.