Neuroscience and Education: A Systematic Review of Brain-Based Learning Theories and Their Influence on Teaching Methods
Keywords:
Neuroscience and Education; Brain-Based Learning; Teaching Methods; Cognitive Neuroscience; Student Engagement; Neuroplasticity; Executive FunctionAbstract
In the last few decades, we've seen some exciting developments in cognitive neuroscience that have really shaped how we think about education. This has led to a fascinating blend of neuroscience and education. In this review paper, we take a close look at brain-based learning theories and how they impact teaching methods. We’ll explore how insights from neuroscience can enhance instructional design, boost student engagement, and improve learning outcomes. By diving into various empirical studies, theoretical models, and meta-analyses from 2000 to 2024, we gather evidence on key topics like neuroplasticity, information processing, cognitive load, executive functions, emotional regulation, and social-emotional learning. The paper also examines how these scientific principles can be applied in the classroom through techniques like multisensory instruction, metacognitive scaffolding, supportive learning environments, and student-centered teaching. Additionally, we discuss some of the hurdles that come with applying neuroscience in education, such as the ongoing spread of neuromyths and disconnect between lab research and real-world teaching. Our findings suggest that when we base our teaching strategies on solid scientific principles, brain-based learning can really enhance teaching effectiveness, student engagement, academic success, and overall learner development. We wrap up by discussing the implications for educational practice, teacher training, and policy, while also pointing out some exciting avenues for future research in neuroscience-informed teaching.
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