Journal of Neuroeducation

Cover, Index and Editorial - Vol. IV, Issue 2

2024-01-28T10:00:52+00:00

La actividad física como una oportunidad para el desarrollo, la mejora y optimización de los procesos de aprendizaje

2024-01-28T09:32:10+00:00

Cuerpo sano, cerebro sano

2023-11-02T22:20:34+00:00

Acute Physical Activity for Motor and Academic Learning in Education-based Settings

2023-09-05T10:24:29+00:00

Neurodidactic intervention on executive functions in adolescents

2023-03-28T18:24:53+00:00

Se presenta aquí un informe de avance con los resultados preliminares de un estudio longitudinal iniciado durante el ciclo lectivo 2021 (actualmente en curso), enmarcado desde un enfoque ecológico de la neurodidáctica, cuyo objetivo es conocer los posibles efectos de la implementación de prácticas pedagógicas diseñadas para potenciar las funciones ejecutivas en adolescentes. Participaron del estudio 38 estudiantes de nivel secundario, conformándose un grupo Experimental y un grupo Control que fueron evaluados en dos fases con pruebas paramétricas (pre y post-intervención). El grupo Experimental participó de la intervención neurodidáctica por un periodo de 12 meses, mediante la inserción en el currículum académico de actividades específicas para la promoción de las FE. El análisis del efecto de la intervención reveló cambios significativos para ambos grupos; con mayores ganancias para el grupo Experimental (cambios en 13 variables) en comparación con el Control (cambios en 9 variables), evidenciando una tendencia marcada hacia la mejoría en el rendimiento de tareas que evaluaron planificación, memoria de trabajo, flexibilidad cognitiva, control inhibitorio y atención. Esta investigación en curso posibilita concluir que el diseño de las intervenciones pedagógicas no es un esfuerzo aislado sino que involucra un trabajo colaborativo entre docentes, quienes asumiendo un rol activo pueden favorecer el desarrollo neurocognitivo de sus estudiantes.

La neurociencia en el ámbito educativo. Análisis de la producción científica y co-palabras del término neuroeducación

2024-01-26T23:47:24+00:00

Creativity in Venezuelan university students: beliefs, perceptions and abilities

2023-10-09T17:59:39+00:00

The connection of body, mind and emotions and its relationship with health and illness

2023-10-15T21:09:33+00:00

The article emphasizes the relationship between the body and the mind and how the current scientific knowledge has not achieved a complete understanding of this connection. It highlights the need to adopt a new approach to this relationship to address medical challenges, especially physical or mental illnesses that lack effective solutions with conventional medicine due to side effects or treatment resistance.

The author emphasizes the importance of being open to new perspectives, considering that mind-body interventions have been investigated for thousands of years. These interventions, such as exercises, meditations, breathing techniques, and awareness practices, are being rediscovered and demonstrate how the body affects the mind and vice versa. They improve the overall state of a person and their quality of life, alleviating symptoms that previously could only be treated with medication and its side effects.

Aspects such as consciousness, emotional regulation, bodily state, language, the immune system, and nutrition are mentioned as components that describe a person's state at a given moment in their life and its management.

The text concludes by emphasizing the need for further research to obtain new information and solutions that enhance human quality of life and expand the boundaries of knowledge. It suggests adopting an open-minded approach to evolve in understanding the relationship between the body and mind and in the treatment of various illnesses. Ultimately, a holistic and multidisciplinary approach is encouraged to address medical challenges and improve people's health and well-being.

Educate for the future. Development of generative resilience and growth mindset in primary education: strategies and good practices based on the current curriculum.

2023-10-02T22:23:13+00:00

The purpose of this article is to present a proposal to carry out in the classroom that includes generative resilience and growth mindset as key elements of the personal and social competencies that students must acquire. It is based on the research that neuroscience and psychology have provided in recent years about how our brain works, and on the contents of the current Primary curriculum.

Electrophysiological (EEG) Correlates of Reward Effects on Early Sensory Perception in Humans

2023-11-30T23:36:22+00:00

Neuroeducational model of early channeling for children with learning problems

2023-04-11T13:13:45+00:00

In this article, in a beautifull way we explain what a neuroeducational model is to young scientists, helping them to understand how their teachers and neuroeducators use it as a bridge to support them when they have learning problems and neurodevelopmental disorders.

The connection between body, mind and emotions and its relationship with health and illness

2023-11-07T10:18:24+00:00

Educate for the future. Development of generative resilience and growth mindset in primary education: strategies and good practices based on the current curriculum.

2023-09-26T08:43:51+00:00

Vivimos en un mundo que cambia aceleradamente. El transhumanismo o post humanismo, la posverdad, el auge de la inteligencia artificial, la crisis climática, etc.…, nos sitúan en un momento clave de la historia de la humanidad, con grandes desafíos y cambios complejos que no pueden ser abordados de una forma simplista.

Ante este panorama, desde el ámbito educativo, no sabemos hacia dónde nos dirigimos exactamente, pero si hay algo por lo que podemos seguir abogando es por cuidar y cultivar en las aulas el tipo de personas y personalidades que puedan abordar estos cambios de la mejor manera posible.

La etapa de educación primaria, junto con la etapa de educación infantil, conforman la base sobre la que se sustentan los cimientos de las personas que llegarán a ser los alumnos. Además de las destrezas y competencias instrumentales básicas que componen los currículos de estas etapas, son claves también un adecuado desarrollo socioemocional, una correcta maduración del autoconcepto y de la autoestima, así como la motivación hacia el aprendizaje a lo largo de toda la vida.

El propósito de este artículo es desarrollar una propuesta pedagógica que incluya la resiliencia generativa y la mentalidad de crecimiento como elementos vertebradores de las competencias personales y sociales que deben adquirir los alumnos.

Esta propuesta se basa científicamente en aquellos aspectos que la neurociencia y la psicología han aportado en los últimos años acerca del funcionamiento de nuestro cerebro. Además, curricularmente se fundamenta en los descriptores operativos de las competencias clave que definen el perfil de salida del alumnado cuando finaliza la etapa de educación primaria, tal y como se recoge en el RD 157/2022 de 1 de marzo, por el que se establecen la ordenación y las enseñanzas mínimas de la Educación Primaria.

Tras el marco teórico que justifica la propuesta se presenta la base curricular de la misma, y como experiencia didáctica se proponen una serie de estrategias educativas para implementarla, así como un ejemplo concreto de programación de aula a partir de una situación de aprendizaje transversal para un nivel de 6º de primaria.

Electrophysiological (EEG) Correlates of Reward Effects on Early Sensory Perception in Humans

2023-08-26T21:19:38+00:00

Existing research suggests that reward system and sensory perception networks function in concert and that activation in one may influence the other; however, the dynamics of these influences remains poorly understood. There is general agreement regarding the existence of an interaction between bottom-up and top-down signals in perception and attentional processing. While it’s not absolutely sure what stages of perception are influenced by cognition, it has been assumed that cognitive input influences later categorization stages of visual processing, and that earlier stages are solely involved in the pure bottom up extraction of basic features of sensory signals. Several recent experiments have challenged this idea by showing that top-down modulation by cognition may extend to early visual stages of perception. Recent Electrophysiological studies have begun to probe the neural correlates of the interaction between attention/reward, perception and cognitive control in humans. . We posit that selection of the value of our choices and actions from multiple alternatives may cause suppression of the sensory representations of unselected, low value stimuli while the selected, high value stimuli are enhanced. The present project has been proposed to study the dynamics of this selective process where effects of various reward categories on attention and early sensory perception are tracked using behavioral and electrophysiological (EEG) techniques. Methods from neuroscience, signal processing, psychophysics and EEG tools will be used in the project.

Neuroeducational model of early canalization for primary school children with learning disabilities

2023-05-12T10:30:41+00:00

In this work, we emphasizes the great gap that exists between the elementary teaching team and the areas of mental health such as psychology, communication therapy or psychiatry. Teachers are the first attention to children because they have the ability to canalice them into other disciplines, and thus be treated; the healthcare area can establish diagnoses and cognitive intervention strategies for children. The purpose of this article is to propose an early identification and canalizing model to be used by teachers, which will allow them to promptly identify learning problems observed in classrooms and understand their relationship with the most prevalent clinical conditions in the area of mental health; they will be able to distinguish some of the therapeutic strategies with the best results to treat the clinical entities in children and this way they will be able to guide parents. This model involves the educational part and the mental health part, known as the neuroeducational integration process, we are hopping for the gap between the different branches that deal with children to work in a more harmonious and effective way.

Showcasing the Chilean Cogni-Action Project: Connections between physical, cognitive and socioeconomic factors in a large sample of schoolchildren

2023-09-04T21:06:09+00:00

Global concern has deepened in recent decades over alarming rates of obesity, sedentarism, insufficient physical activity and fitness levels, and unhealthy eating habits in children and adolescents. Parallelly, we have witnessed increased poverty and socioeconomic vulnerability worldwide. Understanding the intrinsic relationship between physical and cognitive health is crucial, and mounting evidence suggests a significant association. However, over 80% of existing data originate from high-income countries, representing a negligible fraction of the world's children. UNICEF projections indicate that by 2030, low- and low-middle-income countries will be home to approximately 63% of the global child and adolescent population. This highlights a substantial knowledge gap which the Cogni-Action Project, conducted in Chile, helps to address. Notably, Chile faces significant challenges, with child overweight-obesity rates reaching 54%, ranking highest in sedentarism, physical inactivity, sugary soft-drink consumption, and educational scores stagnant. Moreover, wealth inequality is stark, with the top 10% of the population owning 77% of the wealth. The Chilean Cogni-Action Project collected comprehensive data over three years (2017-2019) from 1,296 schoolchildren (10-14 years old) in the Valparaíso region. These data encompassed 789 variables spanning physical, psychosocial, cognitive, and lifestyle factors, as well as neuroimaging variables. The present article aims to contextualize and showcase this project based on the papers published to date. As universities and research institutions worldwide pursue similar endeavors, the necessity arises to share findings and methodologies to expedite knowledge development that can inform public policy and shape the agendas of pertinent institutions.

Acute Physical Activity for Motor and Academic Learning in Education-based Settings

2023-09-26T08:54:31+00:00

Numerous studies have shown that engaging in physical activity significantly benefits several cognitive domains. Among them, research findings indicate that even a single bout of physical activity positively impacts executive functions, motor learning, and academic performance. For that reason, many school settings have recently implemented acute exercise-based strategies to enhance their student's academic performance, such as active breaks or physically active learning. In this review, we suggest using acute physical activity interventions to improve the learning of motor-related academic skills in education-based settings. We base our recommendations on studies that demonstrate the capacity of acute exercise to facilitate skill acquisition during practice and consolidate long-term declarative and motor memory, thereby promoting motor and academic learning. It is proposed to include strategically located acute exercise strategies throughout the school hours to promote declarative and motor skills learning over the school period. In addition, we will look into the practical considerations for implementing these types of interventions in school settings. Lastly, we evaluated the limitations of the previous research and then discussed what next steps need to be taken.

Neurodidactic intervention on executive functions in adolescents

2023-05-22T14:08:49+00:00

This work presents a progress report on a longitudinal study initiated during the 2021 academic year and is currently ongoing. The study is framed from the ecological approach of neurodidactics, and its objective is to investigate the potential effects of pedagogical practices designed to enhance executive functions in adolescents. Thirty-eight high school students were recruited for the study and were divided into Experimental and Control groups. Both groups underwent pre- and post-intervention evaluations using parametric tests. The Experimental group participated in a 12-month neurodidactic intervention, which involved incorporating specific activities into their academic curriculum to promote executive functions. Our analysis showed significant changes in both groups, with the Experimental group exhibiting greater gains (changes in 13 variables) than the Control group (changes in 9 variables). The Experimental group demonstrated significant improvement in planning, working memory, cognitive flexibility, inhibitory control, and attention. This ongoing research suggests that designing effective pedagogical interventions requires collaborative efforts among teachers who can actively promote the neurocognitive development of their students.

Neuroscience in the educational field. Analysis of scientific production and co-words of the term neuroeducation

2023-08-26T15:34:28+00:00

Understanding how the brain of students works through neuroscience has an impact on fields such as learning, memory, emotion or problem solving in the educational field and is called neuroeducation. The objective of this research has been to analyze the scientific evolution of terms and keywords on neuroeducation from the year 2000 to 2022 in three periods of time, in addition, to know the scientific production of manuscripts, the most relevant documents and authors. The study method used was bibliometric with an analysis of the development in the scientific literature and the database used was Web of Science (WoS). WoS and SciMAT programs were used to extract and analyze data from a total of 1638 manuscripts. The results of the study show how in the periods studied on neuroscience in education the most relevant terms in research have undergone changes over time, but with a relationship of emerging topics such as "school", "ability", "insight" or “motivation”. Finally, a discussion of the results was carried out, which can serve as a turning point for future lines of research in the educational field on neuroeducation.

Creativity in Venezuelan university students: beliefs, perceptions and abilities

2023-10-17T11:07:06+00:00

This research sought to delve into the understanding of creativity in a sample of Venezuelan university students as part of a neuroeducational project called C.R.E.A. (Creation, Retention, Emotion, Attention) which is focused on the understanding, search and promotion of creativity at an educational level. The objectives were: to know the beliefs about the role of the brain in creativity, to investigate the perception of creativity associated with the careers offered and to evaluate possible relationships between said perception, the level of divergent thinking and the implementation of creative solutions. The study was exploratory, with a sample of 26 students, two per career, of both sexes, between 20 and 27 years of age, from the Andrés Bello Catholic University, in Caracas. Self-perception of creativity was diagnosed through questionnaires and the Guilford Alternative Uses Test was used to evaluate divergent thinking and the implementation of creativity. The predominant belief in the sample associated creativity with the right cerebral hemisphere and with humanistic careers. However, it was found that engineering students produced the greatest number of creative solutions, with a significant elaboration level. Additionally, a close relationship was found between the level of divergent thinking and the implementation of creative responses, but not between self-perception of creativity and creative potential.