La bola de cristal

Una aproximación a la neuroeducación en la etapa de Educación Primaria

Abstract

Scientific research related to growth mindset, academic success and wellbeing was analysed in a report made by David Bueno I Torrens (1) for the UNESCO International Bureau of education. The idea of intellectual abilities been malleable, even the intelligence, has led to many schools and educational systems to adopt growth mindset interventions. Similarly, if a student understands how the brain works and learns, his/her intellectual ability can improve; he/she can begin to gain a sense of control about their own learning. The main reason for this didactic experience is to answer a question: if the brain is the operations director used for all processes by the students, should not they know how to best use it in order to learn? It would be interesting to introduce the brain knowledge through the learning in primary education. Students use and develop memorization process, attention, inhibitory control, cognitive flexibility… but they are not aware of it many times. In relation to Universal Design for Learning, identified by its acronym UDL, by Rose and Meyer (2), It is required that the three brain networks (recognition, strategic and affective) are activated more than once in order to allow the learning to happen in the brain. To influence in these three networks and to enhance our brain’s apprenticeship, we will discover, justify and develop different methodologies related to: collaborative learning, plastic expression and kinesthetic learning, thinking routines and gamification. Once this didactic experience has been implemented, and the students learning rythm has been assessed, it can be confirmed that the students have learnt a different point of view about the brain, as a structure and as a tool, given that these methodologies have a scientific validity that proves an impact in learning. Projects of emotional learning have been implemented in the curriculum in last years. Thus, it could be taken into advantage to approach neuroscience basic knowledge from it, given that they are useful functions in social and personal development.