Difference between revisions of "Neuroscience and Learning"
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{{Term|NEUROSCIENCE AND LEARNING|An overview of the essential terms}} | {{Term|NEUROSCIENCE AND LEARNING|An overview of the essential terms}} | ||
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'''Neuroscience''' is the scientific study of the nervous system. It is an interdisciplinary science that collaborates with other fields such as engineering, mathematics, cognitive science and also education. | '''Neuroscience''' is the scientific study of the nervous system. It is an interdisciplinary science that collaborates with other fields such as engineering, mathematics, cognitive science and also education. | ||
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'''Experience-Dependent Plasticity''' is the continuing process of the creation and organization of neuron connections that occurs as a result of a person’s life experiences. | '''Experience-Dependent Plasticity''' is the continuing process of the creation and organization of neuron connections that occurs as a result of a person’s life experiences. | ||
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*Differing life situations and circumstance influence how certain areas of the brain develop and continue to grow. Research has shown that violinists and Braille readers have an increased cortical development in the section of the brain that corresponded to the fingers of the left hand (which is used predominantly when playing the violin or reading Braille). | *Differing life situations and circumstance influence how certain areas of the brain develop and continue to grow. Research has shown that violinists and Braille readers have an increased cortical development in the section of the brain that corresponded to the fingers of the left hand (which is used predominantly when playing the violin or reading Braille). | ||
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*Learning is physical! When you learn something, the wiring in your brain changes. By acquiring information the structure of our neurons physically alters. | *Learning is physical! When you learn something, the wiring in your brain changes. By acquiring information the structure of our neurons physically alters. | ||
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*Our brains act like a muscle >> The more activity you do, the larger and more complex it can become. | *Our brains act like a muscle >> The more activity you do, the larger and more complex it can become. | ||
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'''John Medina’s brain rules:''' | '''John Medina’s brain rules:''' | ||
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1. The various regions of our brains develop at different rates in different people. | 1. The various regions of our brains develop at different rates in different people. | ||
| − | 2. No two people’s brains store the same information in the same way and place | + | 2. No two people’s brains store the same information in the same way and place. |
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| + | 3. A great number of ways of being intelligent don’t show up on IQ tests. | ||
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| + | == '''Job Aid''' == | ||
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| + | [[Image:pdf.png]][[Media:Neuroscience-of-Learning-and-Development1.pdf | Neuroscience of Learning and Development]] | ||
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| + | [[Image:pdf.png]][[Media: NeuroscienceAndLearning.pdf | Interactive PDF about the "Neuroscience and Learning" entry]] | ||
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| + | == '''Web Resources''' == | ||
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| + | Below you have a list of selected websites where you can find some interesting materials related to neuroscience: | ||
| + | {|border=1 | ||
| + | !Link | ||
| + | !Content | ||
| + | |- | ||
| + | |https://vimeo.com/mcb80x | ||
| + | |The Vimeo channel of the Harvard Faculty of Neuroscience. | ||
| + | |- | ||
| + | |https://www.youtube.com/watch?v=JzkGv_oGogo | ||
| + | |There is no agreement on whether studying the way the brain works can help improve educational outcomes, but the discussion is a hot topic amongst educational experts. | ||
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| + | |} | ||
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| + | ==References== | ||
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| + | 1. Brain Waves Module 2: Neuroscience: implications for education and lifelong learning, The Royal Society, 2011, http://www.interacademies.net/File.aspx?id=25096 (28 November 2015) | ||
| − | + | 2. Medina, John: Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School, 2009 | |
Latest revision as of 16:30, 15 December 2015
 NEUROSCIENCE AND LEARNING |
| An overview of the essential terms |
Neuroscience is the scientific study of the nervous system. It is an interdisciplinary science that collaborates with other fields such as engineering, mathematics, cognitive science and also education.
Educational neuroscience - also known as Neuroeducation- is a component of Mind Brain and Education): an evolving scientific field that connects researchers e.g. in developmental cognitive neuroscience, educational psychology, educational technology, education theory and other related disciplines to analyze the interactions between biological processes and education.
Experience-Dependent Plasticity is the continuing process of the creation and organization of neuron connections that occurs as a result of a person’s life experiences.
- Differing life situations and circumstance influence how certain areas of the brain develop and continue to grow. Research has shown that violinists and Braille readers have an increased cortical development in the section of the brain that corresponded to the fingers of the left hand (which is used predominantly when playing the violin or reading Braille).
- Learning is physical! When you learn something, the wiring in your brain changes. By acquiring information the structure of our neurons physically alters.
- Our brains act like a muscle >> The more activity you do, the larger and more complex it can become.
John Medina’s brain rules:
1. The various regions of our brains develop at different rates in different people.
2. No two people’s brains store the same information in the same way and place.
3. A great number of ways of being intelligent don’t show up on IQ tests.
Job Aid
Neuroscience of Learning and Development
Interactive PDF about the "Neuroscience and Learning" entry
Web Resources
Below you have a list of selected websites where you can find some interesting materials related to neuroscience:
| Link | Content |
|---|---|
| https://vimeo.com/mcb80x | The Vimeo channel of the Harvard Faculty of Neuroscience. |
| https://www.youtube.com/watch?v=JzkGv_oGogo | There is no agreement on whether studying the way the brain works can help improve educational outcomes, but the discussion is a hot topic amongst educational experts. |
References
1. Brain Waves Module 2: Neuroscience: implications for education and lifelong learning, The Royal Society, 2011, http://www.interacademies.net/File.aspx?id=25096 (28 November 2015)
2. Medina, John: Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School, 2009