Expired Chicken Broth Year

Brain Research and Education Part 6: Learning from a neuroscience perspective

Good morning ladies and gentlemen,

in the series brain research and education, it now goes to the nitty, the core of my discussion of brain research. It's about learning about brain research and what it knows or believes to know.

This chapter took in my graduate work, a understandably the most space, but in the transfer to the medium Weblog me some difficulties. In fact, I know that time is not how can I reduce the wealth of material in order to preserve the readability of the screen (it would be also have been useful to the entire material as a PDF and upload to refer to it), with copy and paste "it is not done at this point. Despite all this, it is to me worth a try and you can read this article in the introduction to this chapter as well as the outline for the following article yet.

Introduction

After I have shown in previous articles the basics of neuroscience and brain research, I would like the following respect to those very findings remove from the neurosciences, which are, according to the neuroscientists and neuro-didactics to pedagogy, especially school education, are relevant. What neuroscientists know about actually learning? And how does their understanding of learning

for educational views?

dominate in the education of science psychological learning theories. After Gudjons, which refers to the definition of Bower and Hilgard, as well, learning ...

"... the change in behavior or behavior potential an organism in a specific situation, which is due to repeated experiences of organism in this situation Gudjons 2003 ..."( p.213)

implied by these Gudjons definition of two things: First, it includes " innate response tendencies " and the second is the actual learning is not observable, since it means the permanent change in behavior

is least inferred based on experience (. ibid p.314)

Neuroscience define learning in the same way. The difference is that they make learning observable, the "black - box open and show where and how learning takes place in the brain. Accordingly, found in the neuro-scientific definition of learning, some differences in psychological:

"learning based on a specific amplification of certain nerve cells in the central nervous system, namely an electrical signal transmission at the synapses by biochemical and structural modification (Long-term potentiation, synaptic plasticity). (...) Learning is both a process (information gathering, - processing and storage), and a product (the disposition to orient future conduct of the experience and possibly modify or refrain) "(Encyclopedia. of neuroscience vol 2)

for education or school education is that definition inadequate because it excludes the meaningful, problem-solving, discovery learning and personality changing. Gudjons but points out that " learning ... different education a value-neutral term " was. It's about the identification of changes (to improve nicht. ..) (Gudjons 2003 p. 314) This definition, I can take in terms of educational practice and theory do not connect, as learning from a pedagogical perspective can never do without evaluative aspects. Ultimately, it's also about, what is to be learned, and why it is to be learned. A purely technological approach of the learning concept, must therefore be short.

on a comparison between the relevant neuroscience and neuro-didactic literature on the subject were as follows educationally relevant points: brain maturation, neuronal plasticity and learning at the cellular level, learning and memory, as well as important factors for successful learning: attention, motivation, emotions and the role of social relations.

put the following articles I these points individually with reference to the current literature on learning from a neuroscience perspective dar. The results arising from them, I take in a conclusion to this chapter together for me then in a Conclusion critically comment on them.

As always, best regards