التفاصيل البيبلوغرافية
| العنوان: |
A theoretical proposal for the development of educators' preparedness in relation to educational neuroscience. |
| Alternate Title: |
Una proposta teorica per sviluppare le competenze degli educatori alla luce delle neuroscienze educative. (Italian) |
| المؤلفون: |
Doukakis, Spyridon, Niari, Maria, Mouza, Chrystalla |
| المصدر: |
Italian Journal of Educational Technology; 2022, Vol. 30 Issue 3, p78-90, 13p |
| مصطلحات موضوعية: |
NEUROSCIENCES, PROFESSIONAL education, EDUCATORS' attitudes, STUDENT teachers, CURRICULUM |
| Abstract (English): |
Educators' knowledge transformation in line with educational neuroscience principles is a crucial step to the potential improvement of educational practice. We argue that similar to other knowledge domains this transformation seems to go through five developmental stages (Recognize, Accept, Adapt, Explore and Advance), along with five - distinct but complementary - axes: curriculum implementation, student assessment, learning, teaching and access to non-invasive portable and wearable technologies for neurophysiological measurements. With regard to the aforementioned axes, research in educational neuroscience has offered important findings. In this vein, the article proposes that the development of in-service and pre-service educator knowledge on educational neuroscience could be based on the five developmental stages and according to the five axes. The aim is to prompt educators to develop the knowledge and skills they need to integrate the principles and findings of educational neuroscience in the planning of their teaching, in the teaching and assessment approaches they use, and in the collaborative endeavours with researchers in educational research activities. [ABSTRACT FROM AUTHOR] |
| Abstract (Italian): |
L'allineamento delle conoscenze degli educatori ai principi delle neuroscienze educative è un passo cruciale verso il potenziale miglioramento della pratica educativa. Analogamente ad altri domini di conoscenza, riteniamo che questa trasformazione possa avvenire attraverso cinque fasi di sviluppo (Riconoscere, Accettare, Adattare, Esplorare ed Avanzare), insieme ad altrettanti assi distinti, ma complementari: l'implementazione del curriculum, la valutazione degli studenti, l'apprendimento, l'insegnamento e l'accesso a tecnologie non invasive, portatili e indossabili per le misurazioni neurofisiologiche. Per quanto riguarda i suddetti assi, la ricerca nel campo delle neuroscienze educative ha offerto importanti risultati. In questa cornice, l'articolo propone che l'acquisizione delle conoscenze sulle neuroscienze educative, da parte degli educatori in servizio e in formazione, possa quindi basarsi sulle fasi di sviluppo e sugli assi identificati. Lo scopo è quello di incoraggiare gli educatori a sviluppare le conoscenze e le competenze necessarie ad integrare i principi e le scoperte delle neuroscienze educative nella progettazione, nell'insegnamento e nella valutazione. [ABSTRACT FROM AUTHOR] |
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| قاعدة البيانات: |
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