Formazione & insegnamento
ISSN: 2279-7505 | Published: 2020-06-30
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Title: Know Teaching through the Brain: A perspective between neuroscience and teaching
Abstract: Despite the multiplicity of research on the neuro-scientific contribution to education, studies that have dealt with understanding the teaching process and the teacher from the perspective of the teaching brain are still rare. The teaching brain is a concept that reflects the complex, dynamic and context-dependent nature of the learning brain. The complexity of human teaching is similar to brain processing in the nervous system. Studies that focus on the teacher's brain highlight how information centered on the teacher-student relationship can be processed, forming a dynamic theory of cognition capable of influencing awareness processes. Teachers can then use this model to guide thoughts and actions. The underlying assumption is that by studying the teacher's brain, teachers can be helped to work in class with students. Starting from an international literature review on research related to the teaching brain, we focus on the functions of the teacher's brain and the implications it can have in the teaching-learning relationship and teaching practices. It is a reflection "space" still little explored, which can favor new instances on teaching and on education, without forgetting precautionary attitudes.
Keywords: Educational Neuroscience; Neuroeducation; Teaching Brain
Title: Conoscere l'insegnamento attraverso il cervello: Prospettive di interazione tra neuroscienze e processi didattici dell'insegnante
Abstract: Nonostante la molteplicità di ricerche sull'apporto neuro-scientifico all'educazione, rari ancora sono gli studi che si sono occupati di comprendere il processo di insegnamento e dell'insegnante secondo la prospettiva del teaching brain. Il cervello docente è un concetto che riflette la natura complessa, dinamica e dipendente dal contesto del cervello che apprende. La complessità dell'insegnamento umano è simile all'elaborazione cerebrale nel sistema nervoso. Gli studi che si focalizzano sul cervello dell'insegnante mettono in rilievo come si possano elaborare informazioni centrate sulla relazione insegnante-studente, formando una teoria dinamica della cognizione in grado di influire sui processi di consapevolezza. Gli insegnanti possono quindi utilizzare questo modello per orientare pensieri ed azioni. Le ipotesi sottese è che studiando il cervello dell'insegnante si possa aiutare gli insegnanti nel lavoro in classe con gli studenti. Partendo da una revisione della letteratura a livello internazionale sulle ricerche correlate al teaching brain, ci si sofferma sulle funzioni del cervello dell'insegnante e le implicazioni che può avere nella relazione di insegnamento-apprendimento e sulle pratiche didattiche. È uno "spazio" di riflessione e ricerca ancora poco esplorato che può favorire nuove istanze sulla didattica e sull'interazione nei processi educativi, non dimenticando atteggiamenti precauzionali.
Keywords: Insegnamento e cervello; Neurodidattica; Neuroscienze educative
Title: Connaître l'enseignement à travers le cerveau: perspectives d'interaction entre les neurosciences et les processus d'enseignant de l'enseignant
Abstract: Malgré la multiplicité de la recherche sur la contribution neuro-scientifique à l'éducation, les études qui ont traité de la compréhension du processus d'enseignement et de l'enseignant en fonction de la perspective du cerveau d'enseignement sont toujours rares.Le cerveau d'enseignement est un concept qui reflète la nature complexe, dynamique et dépendante du contexte du cerveau qu'il apprend.La complexité de l'enseignement humain est similaire à l'élaboration du cerveau dans le système nerveux.Des études qui se concentrent sur le cerveau de l'enseignant mettent en évidence comment les informations centrées sur la relation enseignant-élève peuvent être développées, formant une théorie dynamique de la cognition capable d'affecter les processus de conscience.Les enseignants peuvent donc utiliser ce modèle pour guider les pensées et les actions.Les hypothèses sous-jacentes sont qu'en étudiant le cerveau de l'enseignant, les enseignants peuvent aider à travailler en classe avec les élèves.À partir d'une révision de la littérature à l'international sur la recherche liée au cerveau de l'enseignement, nous nous concentrons sur les fonctions du cerveau de l'enseignant et les implications qui peuvent avoir dans la relation d'enseignement-apprentissage et les pratiques didactiques.Il s'agit d'un «espace» de réflexion et encore peu de recherches explorées qui peuvent encourager de nouvelles instances sur l'enseignement et l'interaction dans les processus éducatifs, sans oublier les attitudes de précaution. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Enseignement et cerveau;Neurodidactique;Neurosciences éducatives
Title: Conocer la enseñanza a través del cerebro: Una perspectiva entre la neurociencia y la enseñanza
Abstract: A pesar de la multiplicidad de investigaciones sobre la contribución neurocientífica a la educación, aún son escasos los estudios que han tratado de comprender el proceso de enseñanza y al docente desde la perspectiva del cerebro enseñante. El cerebro docente es un concepto que refleja la naturaleza compleja, dinámica y dependiente del contexto del cerebro que aprende. La complejidad de la enseñanza humana es similar al procesamiento cerebral en el sistema nervioso. Los estudios que se centran en el cerebro del docente destacan cómo se pueden procesar las informaciones centradas en la relación docente-estudiante, formando una teoría dinámica de la cognición capaz de influir en los procesos de conciencia. Los docentes pueden entonces utilizar este modelo para guiar pensamientos y acciones. La suposición subyacente es que estudiando el cerebro del docente, se puede ayudar a los docentes a trabajar en clase con los estudiantes. Partiendo de una revisión internacional de la literatura sobre investigaciones relacionadas con el cerebro docente, nos centramos en las funciones del cerebro del docente y las implicaciones que puede tener en la relación de enseñanza-aprendizaje y las prácticas docentes. Es un espacio de reflexión aún poco explorado, que puede favorecer nuevas instancias sobre la enseñanza y la educación, sin olvidar actitudes precautorias.
Keywords: Cerebro Docente; Neurociencia Educativa; Neuroeducación
Title: Conhecer o Ensino através do Cérebro: Uma perspectiva entre neurociência e ensino
Abstract: Apesar da multiplicidade de pesquisas sobre a contribuição neurocientífica para a educação, ainda são raros os estudos que trataram de compreender o processo de ensino e o professor sob a perspectiva do cérebro que ensina. O cérebro docente é um conceito que reflete a natureza complexa, dinâmica e dependente do contexto do cérebro que aprende. A complexidade do ensino humano é similar ao processamento cerebral no sistema nervoso. Estudos focados no cérebro do professor destacam como informações centradas na relação professor-aluno podem ser processadas, formando uma teoria dinâmica da cognição capaz de influenciar processos de conscientização. Os professores podem, então, usar esse modelo para guiar pensamentos e ações. A premissa subjacente é que, ao estudar o cérebro do professor, pode-se auxiliar os professores no trabalho em sala de aula com os alunos. Partindo de uma revisão da literatura internacional sobre pesquisas relacionadas ao cérebro docente, focamos nas funções do cérebro do professor e as implicações que pode ter na relação de ensino-aprendizagem e nas práticas pedagógicas. Trata-se de um espaço de reflexão ainda pouco explorado, que pode fomentar novas abordagens sobre o ensino e a educação, sem esquecer de atitudes precaucionais.
Keywords: Cérebro Docente; Neurociência Educacional; Neuroeducação
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