Neurosciences and education: gaps, challenges and perspectives

Neurosciences have generated great interest and enthusiasm in recent decades in various fields of knowledge. One of these fields is education. As a result the term neuro-education was suggested. However, there is a gap between the two areas: neuroscience has accumulated experimental evidence about t...

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Autores:
Tipo de recurso:
Article of journal
Fecha de publicación:
2018
Institución:
Universidad Antonio Nariño
Repositorio:
Repositorio UAN
Idioma:
spa
OAI Identifier:
oai:repositorio.uan.edu.co:123456789/10897
Acceso en línea:
https://revistas.uan.edu.co/index.php/papeles/article/view/533
https://repositorio.uan.edu.co/handle/123456789/10897
Palabra clave:
aprendizaje
cerebro
enseñanza
neurociencias
neuroeducación
plasticidad cerebral
learning
brain
teaching
neurosciences
neuro-education
brain plasticity
Rights
License
https://creativecommons.org/licenses/by-nc-sa/4.0
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spelling 2018-07-022024-10-10T02:35:14Z2024-10-10T02:35:14Zhttps://revistas.uan.edu.co/index.php/papeles/article/view/53310.54104/papeles.v10n20.533https://repositorio.uan.edu.co/handle/123456789/10897Neurosciences have generated great interest and enthusiasm in recent decades in various fields of knowledge. One of these fields is education. As a result the term neuro-education was suggested. However, there is a gap between the two areas: neuroscience has accumulated experimental evidence about the biological basis of emotions, cognitive processes and critical periods. Education has few works that show the extrapolation of this evidence in educational processes. The gap neuroscience-education is because neuroscientists have little relation to education and teachers do not have a solid background in neurosciences. This, added to the intuitive work of experts in educational processes, has induced the creation of neuromyths, which generates confusion and eludes the possibility of a true integration between neuroscience and education. To reduce this gap, it is necessary training for teachers in neuroscience topics, training for neuroscientists in education and, also, research and dissemination of results, which will validate or discard experimental evidence. The results of thosestudies will be a key to guide educational policies that will result in improving thequality of education for future generations.Las neurociencias han generado gran interés y entusiasmo en las últimas décadas en diversos campos del conocimiento. Uno de estos campos es la educación, razón por lo que se ideó el término neuroeducación. Sin embargo, existe una brecha entre las dos áreas, pues, aunque cada vez se acumula gran evidencia experimental acerca de las bases biológicas de las emociones, los procesos cognitivos y sus periodos críticos, son pocos los trabajos que muestran la extrapolación de esto en procesos educativos. Parte de esa brecha se debe a que los neurocientíficos tienen poca relación con la educación y los docentes no tienen una formación sólida en neurociencias. Esto, sumado al trabajo intuitivo por parte de expertos, en los procesos educativos, ha favorecido la creación de neuromitos, que generan confusión y alejan la posibilidad de una verdadera integración entre neurociencias y educación. Para reducir esta brecha se requieren capacitaciones permanentes a docentes en temas de neurociencias, capacitaciones de neurocientíficos en educación y mayor investigación y divulgación de resultados que validen o descarten la evidencia experimental. Los resultados de estas investigaciones serán clave para orientar políticas educativas que redunden en el mejoramiento de la calidad de la educación de futuras generaciones.application/pdfspaUNIVERSIDAD ANTONIO NARIÑOhttps://revistas.uan.edu.co/index.php/papeles/article/view/533/458https://creativecommons.org/licenses/by-nc-sa/4.0http://purl.org/coar/access_right/c_abf2Papeles; Vol. 10 No. 20 (2018); 39-52Papeles; Vol. 10 Núm. 20 (2018); 39-52Papeles; v. 10 n. 20 (2018); 39-522346-09110123-067010.54104/papeles.v10n20aprendizajecerebroenseñanzaneurocienciasneuroeducaciónplasticidad cerebrallearningbrainteachingneurosciencesneuro-educationbrain plasticityNeurosciences and education: gaps, challenges and perspectivesNeurociencias y educación: brechas, desafíos y perspectivasinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Vargas Vargas, Rafael Antonio123456789/10897oai:repositorio.uan.edu.co:123456789/108972024-10-14 03:48:25.124metadata.onlyhttps://repositorio.uan.edu.coRepositorio Institucional UANalertas.repositorio@uan.edu.co
dc.title.en-US.fl_str_mv Neurosciences and education: gaps, challenges and perspectives
dc.title.es-ES.fl_str_mv Neurociencias y educación: brechas, desafíos y perspectivas
title Neurosciences and education: gaps, challenges and perspectives
spellingShingle Neurosciences and education: gaps, challenges and perspectives
aprendizaje
cerebro
enseñanza
neurociencias
neuroeducación
plasticidad cerebral
learning
brain
teaching
neurosciences
neuro-education
brain plasticity
title_short Neurosciences and education: gaps, challenges and perspectives
title_full Neurosciences and education: gaps, challenges and perspectives
title_fullStr Neurosciences and education: gaps, challenges and perspectives
title_full_unstemmed Neurosciences and education: gaps, challenges and perspectives
title_sort Neurosciences and education: gaps, challenges and perspectives
dc.subject.es-ES.fl_str_mv aprendizaje
cerebro
enseñanza
neurociencias
neuroeducación
plasticidad cerebral
topic aprendizaje
cerebro
enseñanza
neurociencias
neuroeducación
plasticidad cerebral
learning
brain
teaching
neurosciences
neuro-education
brain plasticity
dc.subject.en-US.fl_str_mv learning
brain
teaching
neurosciences
neuro-education
brain plasticity
description Neurosciences have generated great interest and enthusiasm in recent decades in various fields of knowledge. One of these fields is education. As a result the term neuro-education was suggested. However, there is a gap between the two areas: neuroscience has accumulated experimental evidence about the biological basis of emotions, cognitive processes and critical periods. Education has few works that show the extrapolation of this evidence in educational processes. The gap neuroscience-education is because neuroscientists have little relation to education and teachers do not have a solid background in neurosciences. This, added to the intuitive work of experts in educational processes, has induced the creation of neuromyths, which generates confusion and eludes the possibility of a true integration between neuroscience and education. To reduce this gap, it is necessary training for teachers in neuroscience topics, training for neuroscientists in education and, also, research and dissemination of results, which will validate or discard experimental evidence. The results of thosestudies will be a key to guide educational policies that will result in improving thequality of education for future generations.
publishDate 2018
dc.date.accessioned.none.fl_str_mv 2024-10-10T02:35:14Z
dc.date.available.none.fl_str_mv 2024-10-10T02:35:14Z
dc.date.none.fl_str_mv 2018-07-02
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_6501
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format http://purl.org/coar/resource_type/c_6501
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistas.uan.edu.co/index.php/papeles/article/view/533
10.54104/papeles.v10n20.533
dc.identifier.uri.none.fl_str_mv https://repositorio.uan.edu.co/handle/123456789/10897
url https://revistas.uan.edu.co/index.php/papeles/article/view/533
https://repositorio.uan.edu.co/handle/123456789/10897
identifier_str_mv 10.54104/papeles.v10n20.533
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.uan.edu.co/index.php/papeles/article/view/533/458
dc.rights.en-US.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0
dc.rights.coar.spa.fl_str_mv http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0
http://purl.org/coar/access_right/c_abf2
dc.format.none.fl_str_mv application/pdf
dc.publisher.en-US.fl_str_mv UNIVERSIDAD ANTONIO NARIÑO
dc.source.en-US.fl_str_mv Papeles; Vol. 10 No. 20 (2018); 39-52
dc.source.es-ES.fl_str_mv Papeles; Vol. 10 Núm. 20 (2018); 39-52
dc.source.pt-BR.fl_str_mv Papeles; v. 10 n. 20 (2018); 39-52
dc.source.none.fl_str_mv 2346-0911
0123-0670
10.54104/papeles.v10n20
institution Universidad Antonio Nariño
repository.name.fl_str_mv Repositorio Institucional UAN
repository.mail.fl_str_mv alertas.repositorio@uan.edu.co
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