Implications of neuroscience/neuroeducation in the field of education to enhance the learning outcomes of the students

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Bhargava AV, Dr. Ramadas V

Abstract

Neuroeducation or educational neuroscience, an emerging and interdisciplinary field is progressing to make a significant impact in the students’ learning outcome by translating neuroscience data of the brain’s learning power to pedagogical practices. In this review article, the implications of educational neuroscience in enhancing the students’ learning outcomes are addressed. Learning outcomes in students can be affected by multiple factors that include child factors (e.g., cognitive ability) and school factors (e.g., curriculum). Neuroscience research data emphasized on the difference in the cognitive and emotional capabilities of individuals and mapped them to a certain part of the brain, thereby indicating a difference in their learning abilities. This neurobiological basis of learning has laid the foundation of neuroeducation and has led to a paradigm shift in traditional education by emphasizing on neuroscience-based educational curriculums and educational policies. The neuroeducation approach has improved the students’ learning outcome in areas like mathematics, reading, etc.; however, this could be limited by the teachers’ understanding and approach towards neuroeducation. Therefore, more research is required to substantiate the implications of neuroeducation in the students’ learning outcomes. Since the field of neuroeducation is still in the nascent stage and translating lab data to the teaching-learning process is under progress, certain recommendations are made to implement neuroeducation in learning and meet the associated challenges.

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