Educational neuroscience and the challenge of its incorporation into undergraduate science education: a systematic review
DOI:
https://doi.org/10.71112/cert0w22Keywords:
Educational Neuroscience, Neuromyths, College teaching, Meaningful learning, STEM EducationAbstract
Science learning is a challenge at global and national levels, and national and international reports confirm that Natural and Formal Science fields (STEM programs) are affected by extended duration and lower levels of academic progression. Lower rates of timely graduation and concentrated student dropout in the initial university years necessitate an analysis of current instructional processes employed in higher education. The present work focuses on the analysis of recent research in neuroscience applied to teaching, and on understanding the contribution of neuroeducation in strengthening scientific learning at the undergraduate level. To this end, a systematic review was conducted using the PRISMA method. This results highlight the need to strengthen teacher neuro-literacy.
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