EĞİTİMSEL SİNİRBİLİM NEUROEDUCATİON : EĞİTİMCİLER NEDEN SİNİRBİLİM VERİLERİNDEN YARARLANMALIDIR?

Year 2017, Volume: 1 Issue: 1, 22 - 34, 01.02.2017

Bengisu Koyuncu

Abstract

Eğitim, farklı disiplinlerin bulgularından yararlanan bir bilim dalıdır. Sinirbilim ve eğitim etkileşiminin bilişsel sürece yönelik bir açımlama getirdiği söylenebilir. Bu çalışma, diğer disiplinlerle etkileşimi olan eğitimin, sinirbilim bulgularından nasıl yararlanabileceğine ilişkin bir farkındalık kazandırmaya yönelik bilimsel tartışma kapsamında tasarlanmıştır. Eğitimsel sinirbilim neuroeducation yaklaşımı sinirbilim ve özellikle bilişsel sinirbilim alan araştırmalarının bulgularını bütünsel bir biçimde anlamak üzere düzenlenmiştir. Böylece, disiplinlerarası çalışmalarla eğitim boyutuna katkı sağlamayı hedeflemektedir. Bu çalışamada, öğretmenlerin “bilişsel sinirbilim araştırmalarının sonuçlarının sınıfta nasıl uygulayabilecekleri sorunu alan araştırmaların sonuçlarına göre tartışılmıştır. Eğitimsel sinirbilim kavramı “beyin tabanlı/uyumlu öğrenme” kavramından farklı olarak alınmıştır. Her iki kavram temelde aynı gibi gözükse de eğitimsel sinirbilim kavramı daha geniş bir içeriği ele almaktadır. Sonuç olarak öğrenmenin uygulamasında, öğrencinin motivasyonu, duyguları, konuşması, kelime dağarcığı, kavramsal anlaması, problem çözme becerisi, toplumsal yaşam becerileri için sinirbilim, bilişsel sinirbilim ve eğitim verileri birbirini destekleyecek bütünlükte olmalıdır.

Neuroeducation: Why educators should employ neuroscience findings?

Abstract

Education is a scientific field that makes use of findings from multiple disciplines. The interaction between neuroscience and education has opened new avenues for cognitive processes. This study is designed to expand upon scientific discussions that provide insights into how the interactive discipline of education can use findings from neuroeducation, which offers a holistic approach to findings from neuroscience and specifically cognitive neuroscience. The aim thus is to contribute to the field of education in multidisciplinary studies. In this study, the question of how teachers can "apply the results of cognitive neuroscience research to class" are discussed according to the results of the researches in the fields of neuroscience and cognitive neuroscience. Neuroeducation conception is approached differently than “brain-based/adapted learning”. Although both conceptions appear alike to each other, neuroeducation covers more extensive contents. This study is based on the findings from research in neuroscience and cognitive neuroscience. The premise therefore is that the findings from neuroscience, cognitive neuroscience and education should make a coherent whole for students’ motivation, emotions, speaking, vocabulary, conceptual understanding, problem-solving skills and ability to live in the community

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