Teachers realize every day that brain’s knowledge is important or very important, in the design of educational programs. They focus in the idea of learning through neuroscience, in order to understand how simply the brain is and works, and how everyday things are related with thinking learning, and memorizing. However, through time, educational programs claiming to be “brain-based” has been flourishing in classrooms, in order to Answer questions like how can be sure that your learning are the most ideal? How the synergy of biology, cognitive science, and education can support better education with direct application to schools? Unfortunately, these programs have been produced without the involvement of neuroscientific expertise, are rarely evaluated in their effectiveness and are often unscientific in their approach. Perhaps this is unsurprising since the central role of the brain in learning become evident; this is because the narrow relationship between neuroscience and education is relatively a new phenomenon.
It is necessary to remember that the brain is our common denominator because according to school issues it manages learning processes such as: cognition, attention, classroom discipline, attendance and memory; it means that educational background needs to understand all aspects related to brain because through school days the students’ brain make changes and develops different connections between their contexts and their learning process. As teachers, it is essential to improve these connections in order to ensure a brain better performance. For example: promoting a good nutrition and lowing stress levels, aids the brain to create neurons which increase the memory competence.
In the same vein, through developing social conditions it’s possible to support the accomplishments of students’ better achievements, considering that school can influence meaningfully students’ learning process in a successful way, by allowing brain’s skill-building through reading, meditation, the arts, career and technical education and thinking skills.
Notwithstanding, there’s no separating the role of the brain and the influence of classroom groupings, lunchroom foods, school architecture, mandated curricula, and state assessments. Each of them affects the brain and our brain affects each of them. It is necessary to establish a connection brain-school. Teachers can make choices in how we prioritize policies and strategies to get a meaningful increasing of brain abilities and to develop a good education process.
As stated the words above, neuroscience is a really important piece in education process and it is conditioned by social aspects, by everything that students do in schools. Nevertheless, it’s true that not exclusively a brain-based approach contribute to develop brain skills; education needs to have a multidisciplinary approach to be successful.
In addition, it is essential that teachers manage a physical education because it supports brain development through neurogenesis – which is the production of new cells – besides, it is correlated with improved learning and memory, upregulates a critical compound called neurothropic factor and appears to be inversely correlated with depression. In brief words, neurogenesis supports cognition, memory, and mood regulation.
Talking about the teaching aspect, it is not a super-powerful tool which is able to solve all the educational problems because the school is a really intricate and so complicated environment, it’s incredible the infinity of elements that school and education can afford in contrast with the same volume of neurons that brain has. Nevertheless, it’s believed that neuroscience would greatly help teachers in their methods’ implementation. They should learn how does the brain work and how to use it and the way – without neuroscientists’ help – in which they can teach themselves what they need to learn.
