Neurociencia educativa y el desafío de su incorporación en enseñanza científica del pregrado: una revisión sistemática
DOI:
https://doi.org/10.71112/cert0w22Palabras clave:
Neurociencia Educativa, Neuromitos, Docencia universitaria, Aprendizaje significativo, Educación STEMResumen
El aprendizaje de las ciencias es un desafío a nivel mundial y nacional, los antecedentes que entregan los informes nacionales e internacionales avalan que las carreras del ámbito de las ciencias naturales y formales son de las más extensas y con menor nivel de progresión académica. Los menores niveles de titulación oportuna y deserción concentrada en los primeros años de universidad vuelven imperativos el analizar cómo se está desarrollando el proceso de enseñanza que se desarrolla en la universidad. El presente trabajo se enfoca en el análisis de investigaciones recientes en neurociencia aplicada a la enseñanza, y comprender el aporte de la neuroeducación en fortalecer el aprendizaje científico en el pregrado universitario, para ello se realizó una revisión sistemática aplicando el método PRISMA. Se evidencia la necesidad de fortalecer la neuroalfabetización docente.
Descargas
Referencias
Allen, M., Glen, J. C., Müllensiefen, D., Schwarzkopf, D. S., Fardo, F., Frank, D., Callaghan, M. F., & Rees, G. (2017). Metacognitive ability correlates with hippocampal and prefrontal microstructure. NeuroImage, 149, 415–423. https://doi.org/10.1016/j.neuroimage.2017.02.008 DOI: https://doi.org/10.1016/j.neuroimage.2017.02.008
Amiel, J. J., & Tan, Y. S. M. (2019). Using collaborative action research to resolve practical and philosophical challenges in educational neuroscience. Trends in Neuroscience and Education, 16. https://doi.org/10.1016/j.tine.2019.100116 DOI: https://doi.org/10.1016/j.tine.2019.100116
Brick, K., Cooper, J. L., Mason, L., Faeflen, S., Monmia, J., & Dubinsky, J. M. (2021a). Tiered Neuroscience and Mental Health Professional Development in Liberia Improves Teacher Self-Efficacy, Self-Responsibility, and Motivation. Frontiers in Human Neuroscience. https://doi.org/https://doi.org/10.3389/fnhum.2021.664730 DOI: https://doi.org/10.3389/fnhum.2021.664730
Brick, K., Cooper, J. L., Mason, L., Faeflen, S., Monmia, J., & Dubinsky, J. M. (2021b). Training-of-Trainers Neuroscience and Mental Health Teacher Education in Liberia Improves Self-Reported Support for Students. Frontiers in Human Neuroscience, 15. https://doi.org/10.3389/fnhum.2021.653069 DOI: https://doi.org/10.3389/fnhum.2021.653069
Burgos, J.E. Is a Nervous System Necessary for Learning?. Perspect Behav Sci 41, 343–368 (2018). https://doi.org/10.1007/s40614-018-00179-7 DOI: https://doi.org/10.1007/s40614-018-00179-7
Caballero, M., & Llorent, V. J. (2022). The effects of a teacher training program on neuroeducation in improving reading, mathematical, social, emotional and moral competencies of secondary school students. A two-year quasi-experimental study. REVISTA DE PSICODIDACTICA, 27(2), 158–167. https://doi.org/10.1016/j.psicod.2022.04.001 DOI: https://doi.org/10.1016/j.psicoe.2022.04.002
Cobos Velasco, J.C. (2022). El uso de la neurociencia educativa para mejorar los métodos de enseñanza y aprendizaje. Bastcorp International Journal, 1(1), 42–50. https://doi.org/10.62943/bij.v1n1.2022.22 DOI: https://doi.org/10.62943/bij.v1n1.2022.22
Crispín, M., Esquivel, M., Loyola, M., & Fregoso, A. (2011). ¿Qué es el aprendizaje y cómo aprendemos? Aprendizaje autónomo: Orientaciones para la docencia, 10-28.
Cui, Y. L., & Zhang, H. (2021). Educational Neuroscience Training for Teachers’ Technological Pedagogical Content Knowledge Construction. FRONTIERS IN PSYCHOLOGY, 12. https://doi.org/10.3389/fpsyg.2021.792723 DOI: https://doi.org/10.3389/fpsyg.2021.792723
De Houwer, J., Barnes-Holmes, D. & Moors, A. What is learning? On the nature and merits of a functional definition of learning. Psychon Bull Rev 20, 631–642 (2013). https://doi.org/10.3758/s13423-013-0386-3 DOI: https://doi.org/10.3758/s13423-013-0386-3
Dubinsky, J. M., Guzey, S. S., Schwartz, M. S., Roehrig, G., MacNabb, C., Schmied, A., Hinesley, V., Hoelscher, M., Michlin, M., Schmitt, L., Ellingson, C., Chang, Z., & Cooper, J. L. (2019). Contributions of Neuroscience Knowledge to Teachers and Their Practice. Neuroscientist, 25(5), 394–407. https://doi.org/10.1177/1073858419835447 DOI: https://doi.org/10.1177/1073858419835447
Ferreira, R. A., & Rodríguez, C. (2022). Effect of a Science of Learning Course on Beliefs in Neuromyths and Neuroscience Literacy. Brain Sciences, 12(7). https://doi.org/10.3390/brainsci12070811 DOI: https://doi.org/10.3390/brainsci12070811
Fitzakerley, J. L., Michlin, M. L., Paton, J., & Dubinsky, J. M. (2013). Neuroscientists’ Classroom Visits Positively Impact Student Attitudes. PLoS One, 8(12). https://doi.org/https://doi.org/10.1371/journal.pone.0084035 DOI: https://doi.org/10.1371/journal.pone.0084035
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906 DOI: https://doi.org/10.1037/0003-066X.34.10.906
Grospietsch, F., & Mayer, J. (2018). Professionalizing Pre-Service Biology Teachers’ Misconceptions about Learning and the Brain through Conceptual Change. Education Sciences, 8(3). https://doi.org/https://doi.org/10.3390/educsci8030120 DOI: https://doi.org/10.3390/educsci8030120
Hachem, M., Daignault, K., & Wilcox, G. (2022). Impact of Educational Neuroscience Teacher Professional Development: Perceptions of School Personnel. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.912827 DOI: https://doi.org/10.3389/feduc.2022.912827
Halchenko, O. (2025). Neuroscience as a Black Swan of Teacher Training: Adding a Topic in Educational Neuroscience to a CELTA Course. BRAIN-BROAD RESEARCH IN ARTIFICIAL INTELLIGENCE AND NEUROSCIENCE, 16(1), 439–465. https://doi.org/10.70594/brain/16.S1/34 DOI: https://doi.org/10.70594/brain/16.S1/34
Hnoievska, O., Babii, I., Kalynovska, I., Cherednyk, A., Nikitenko, A., & Minenok, A. (2021). Formation of Correctional Competence of Teachers on the Basis of Neuropedagogy. BRAIN-BROAD RESEARCH IN ARTIFICIAL INTELLIGENCE AND NEUROSCIENCE, 12(3), 236–254. https://doi.org/10.18662/brain/12.3/229 DOI: https://doi.org/10.18662/brain/12.3/229
Horvath, J. C., Donoghue, G. M., Horton, A. J., Lodge, J. M., & Hattie, J. A. C. (2018). On the Irrelevance of Neuromyths to Teacher Effectiveness: Comparing Neuro-Literacy Levels Amongst Award-Winning and Non-award Winning Teachers. FRONTIERS IN PSYCHOLOGY, 9. https://doi.org/10.3389/fpsyg.2018.01666 DOI: https://doi.org/10.3389/fpsyg.2018.01666
Huang, Y. (2023). Educational neuroscience for literacy teachers: Research-backed methods and practices for effective reading instruction. JOURNAL OF EDUCATIONAL RESEARCH, 116(6), 396–397. https://doi.org/10.1080/00220671.2023.2244787 DOI: https://doi.org/10.4324/9781003256199-2
Lavados, J. y Slachevsky, A. (2013). Neuropsicología: Bases neuronales de los procesos mentales. Editorial Mediterráneo. ISBN: 9789562203555
Lee, S. Y. (2025). Seeing the Brain, Scientizing the Teacher Knowledge: The Question of Equity in the Science of Reading Reforms. Teachers College Record: The Voice of Scholarship in Education, 127(5), 152–186. https://doi.org/10.1177/01614681251365057 DOI: https://doi.org/10.1177/01614681251365057
Murniati, N., Susilo, H., & Listyorini, D. (2023). Retention Achievement in Brain-Based Whole Learning is Supported by Students’ Scientific Literacy and Concept Mastery. PEGEM EGITIM VE OGRETIM DERGISI, 13(3), 294–303. https://doi.org/10.47750/pegegog.13.03.30 DOI: https://doi.org/10.47750/pegegog.13.03.30
Ondog, J., & Kilag, O. K. (2023). A CONSTRUCTIVIST FRAMEWORK FOR EARLY GRADE NUMERACY: DRAWING ON JEAN PIAGET’S COGNITIVE DEVELOPMENT THEORY. Excellencia: International Multi-Disciplinary Journal of Education (2994-9521), 1(4), 308-320. https://doi.org/10.5281/
Page, MJ, McKenzie, JE, Bossuyt, PM et al. Declaración PRISMA 2020: una guía actualizada para la presentación de informes de revisiones sistemáticas. Syst Rev 10 , 89 (2021). https://doi.org/10.1186/s13643-021-01626-4 DOI: https://doi.org/10.1186/s13643-021-01626-4
Privitera, A. J. (2021). A scoping review of research on neuroscience training for teachers. Trends in Neuroscience and Education, 24. https://doi.org/10.1016/j.tine.2021.100157 DOI: https://doi.org/10.1016/j.tine.2021.100157
Privitera, A. J., Chen, S. H. A., & Carthery-Goulart, M. T. (2024). Introduction to the special issue: Bringing the brain into education: The application of findings from the Science of Learning to teacher training and development. TRENDS IN NEUROSCIENCE AND EDUCATION, 36. https://doi.org/10.1016/j.tine.2024.100236 DOI: https://doi.org/10.1016/j.tine.2024.100236
Qafa, A., Treska, T., Sina, Z., Kosova, R., & Shahini, M. (2025). Neuroeducation in the Classroom: From Theoretical Foundations to Practical Challenges. Journal of Educational and Social Research, 15(4), 343–357. https://doi.org/10.36941/jesr-2025-0142 DOI: https://doi.org/10.36941/jesr-2025-0142
Ruiz-Martin, H., Portero-Tresserra, M., Martínez-Molina, A., & Ferrero, M. (2022). Tenacious educational neuromyths: Prevalence among teachers and an intervention. Trends in Neuroscience and Education, 29. https://doi.org/10.1016/j.tine.2022.100192 DOI: https://doi.org/10.1016/j.tine.2022.100192
Schmied, A., & Jamaludin, A. (2023). Neuroscience literacy in educators’ training programs in Asia: A call to action. IBRO Neuroscience Reports, 15, 348–354. https://doi.org/10.1016/j.ibneur.2023.10.006 DOI: https://doi.org/10.1016/j.ibneur.2023.10.006
Shvarts-Serebro, I., Ben-Yehudah, G., Elgavi-Hershler, O., Grobgeld, E., Katzof, A., Luzzatto, E., Shalom, M., & Zohar-Harel, T. (2024). Agents of change: integration of neuropedagogy in pre-service teacher education. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1369394 DOI: https://doi.org/10.3389/feduc.2024.1369394
Solomon, J. T., Hamilton, E., Viswanathan, V., & Nayak, C. R. (2020). On the Use of Brain-Based Learning Protocols in Fluid Mechanics Instruction. Journal of STEM Education : Innovations and Research, 21(3), 19–27. https://www.proquest.com/scholarly-journals/on-use-brain-based-learning-protocols-fluid/docview/2545665393/se-2?accountid=170518
Sulieman, H. A. A., Alamoush, I. M. A., & Shdaifat, K. A. A. al. (2024). The Impact of a Cognitive Neuroscience-Based Educational Program on Developing Reading Comprehension Skills among Intermediate Stage Students. INTERNATIONAL JOURNAL OF EDUCATION IN MATHEMATICS SCIENCE AND TECHNOLOGY, 12(3). https://doi.org/10.46328/ijemst.4051 DOI: https://doi.org/10.46328/ijemst.4051
Sun, B. H., & Li, W. J. (2024). Neuroscience in teacher education: Reform the teacher education with evidence-based approach. INTERNATIONAL JOURNAL OF PSYCHOLOGY, 59, 637. https://doi.org/10.1111/mbe.12334 DOI: https://doi.org/10.1111/mbe.12334
Suresh, S., Kureethara, J. v, & Vijaya, R. (2021). Starting from the roots of teacher education: Inclusion of educational neuroscience in teacher training in India. In Neuro-Systemic Applications in Learning (pp. 163–177). https://doi.org/10.1007/978-3-030-72400-9_8 DOI: https://doi.org/10.1007/978-3-030-72400-9_8
Takizawa, Y., Bambling, M., Teoh, H.-J., & Edirippulige, S. (2025). Co-design of an online teacher training program tailored for rural Japanese teachers to deliver neuroscience-informed mental health interventions to children. Quality Education for All, 2(1), 209–226. https://doi.org/10.1108/QEA-01-2024-0005 DOI: https://doi.org/10.1108/QEA-01-2024-0005
Thomas, M. S. C., Howard-Jones, P., Dudman-Jones, J., Palmer, L. R. J., Bowen, A. E. J., & Perry, R. C. (2024). Evidence, Policy, Education, and Neuroscience-The State of Play in the UK. MIND BRAIN AND EDUCATION, 18(4), 461–473. https://doi.org/10.1111/mbe.12423 DOI: https://doi.org/10.1111/mbe.12423
Tokuhama-Espinosa, T., & Nouri, A. (2023). Teachers’ Mind, Brain, and Education Literacy: A Survey of Scientists’ Views. MIND BRAIN AND EDUCATION, 17(3), 170–174. https://doi.org/10.1111/mbe.12377 DOI: https://doi.org/10.1111/mbe.12377
Walker, Z., Hale, J. B., Annabel Chen, S.-H., & Poon, K. (2019). Brain literacy empowers educators to meet diverse learner needs. Learning: Research and Practice, 5(2), 174–188. https://doi.org/10.1080/23735082.2019.1674910. DOI: https://doi.org/10.1080/23735082.2019.1674910
Publicado
Número
Sección
Licencia
Derechos de autor 2026 Eduardo Orrego Escobar (Author)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
