Incidence of a training program based on Cognitive Neuroscience on the didactic knowledge of a group of Colombian university professors of experimental sciences

Downloads

Article abstract page views:  553  

DOI

https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2024.v21.i2.2601

Info

Vol. 21 No. 2 (2024): 21(2), junio 2024
Science Teacher Education
2601
Published: 09-05-2024
PlumX
Crossref
Scopus
Google Scholar
Europe PMC

Authors

  • Carolina María González Velásquez (CO) Universidad de Antioquia. Instituto Tecnológico Metropolitano.
    Google Schoolar Google Scholar
    https://orcid.org/0000-0003-3731-1593
  • Bartolomé Vázquez Bernal (ES) Departamento de Didácticas Integradas Grupo Investigación DESYM (HUM-168) Facultad de Educación, Psicología y CC. Deporte. Universidad de Huelva
    Google Schoolar Google Scholar
    https://orcid.org/0000-0002-9120-5751
  • María Ángeles De las Heras Pérez (ES) Departamento de Didácticas Integradas Área de Didáctica de las Ciencias Experimentales. Facultad de Educación, Psicología y CC. Deporte. Centro de Investigación COIDESO. Universidad de Huelva
    Google Schoolar Google Scholar
    https://orcid.org/0000-0002-3640-8337

Abstract

This article presents a longitudinal case study as part of a research that was carried out with a group of Colombian university professors of experimental sciences between the years 2019 to 2022. Due to the few offers of continuous training for university teaching development on contents of cognitive neuroscience, the purpose was to analyze the impact of the implementation of a training program in this line on the didactic knowledge of a group of teachers for teaching science. A statistical and descriptive analysis was performed using semi-structured interviews and a performance test before and after the intervention. It is concluded that the training program influenced the didactic knowledge about science teaching in the group of participating teachers, by generating adjustments in the way of linking their disciplinary knowledge with knowledge in didactics and cognitive Neuroscience in their teaching processes sciences at a higher level.

Keywords

Professional development Google Schoolar
Cognitive neuroscience Google Schoolar
Science education Google Schoolar

Downloads

Download data is not yet available.

License

Copyright (c) 2024 Carolina María González Velásquez, Bartolomé Vázquez Bernal, María Ángeles De las Heras Pérez

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Require authors to agree to Copyright Notice as part of the submission process. This allow the / o authors / is non-commercial use of the work, including the right to place it in an open access archive. In addition, Creative Commons is available on flexible copyright licenses (Creative Commons).

Reconocimiento-NoComercial
CC BY-NC

References

Anderson, R. K., Boaler, J. y Dieckmann, J. A. (2018). Achieving elusive teacher change through challenging myths about learning: A blended approach. Education Sciences, 8(3), 98. https://doi.org/10.3390/educsci8030098

Ansari, D. y Coch, D. (2006). Bridges Over Troubled Waters: Education and cognitive neuroscience. Trends in Cognitive Sciences, 10(4), 146–151. https://doi.org/10.1016/j.tics.2006.02.007

Ansari. D., Coch. D. y De Smedt. B. (2011). Connecting Education and Cognitive Neuroscience: Where will the journey take us? Educational Philosophy and Theory, 43(1), 37-42. https//doi.org/10.1111/j.1469-5812.2010. 00705.x

Ansari, D., De Smedt, B. y Grabner, R. H. (2012). Neuroeducation –a critical overview of an emerging field. Neuroethics, 5(2), 105-117. https://doi.org/10.1007/s12152-011-9119-3

Barrón Tirado, M. C. (2015). Concepciones epistemológicas y práctica docente. Una revisión. REDU - Revista de Docencia Universitaria, 13 (1), 35-56. https://doi.org/10.4995/redu.2015.6436

Berry A., Depaepe F. y Van Driel J. (2016). Pedagogical Content Knowledge in Teacher Education. En J. Loughran y M. Hamilton (Eds.), International Handbook of Teacher Education (pp. 347-386). Singapur: Springer.

Buttelmann F. y Karbach J. (2017) Development and plasticity of cognitive flexibility in early and middle childhood. Frontiers Psychol, 8(1040). https://doi.org/10.3389/fpsyg.2017.01040

Blakemore S. J. y Frith U. (2005). The learning brain: Lessons for education: A precis. Developmental Science, 8, 459–465. https://doi.org/10.1111/j.1467-7687.2005.00434.x

Butterworth, B. y Tolmie, A. (2017). Introduction. En D. Mareschal, B. Butterworth y A. Tolmie (Eds.). Educational Neuroscience (pp. 1-13). Chichester: John Wiley y Sons.

Brault Foisy, L. M., Potvin, P., Riopel, M. y Masson, S. (2015). Is inhibition involved in overcoming a common physics misconception in mechanics? Trends in Neuroscience and Education, 4, 26–36. https://doi.org/10.1016/j.tine.2015.03.001

Bruer, J. T. (1997) Education and the Brain: A bridge too far, Educational Researcher, 26(8), pp.4–16. https://doi.org/10.3102/0013189X026008004

Cardoso-Leite, P., Ascher, P. y Bavelier, D. (2012). Brain plasticity: Paradoxical case of a neurodegenerative disease? Current biology, 22(20), R884-R886. https//doi.org/10.1016/j.cub.2012.09.017

Cantor, P., Osher, D., Berg, J., Steyer, L. y Rose, T. (2018). Malleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science. The science of learning and development (pp. 3-54). Routledge. https://doi.org/10.1080/10888691.2017.1398649

Cooker, L., Cotton, T. y Toft, H. (2021). Transforming Teaching: Global Responses to Teaching Under the Covid-19 Pandemic. Routledge. https://doi.org/10.4324/9781003150596

Coch, D. y Daniel, D.B. (2020). Lost in Translation: Educational Psychologists as Intermediaries Between Neuroscience and Education. Frontiers in Education, 5(618464). https//doi.org/10.3389/feduc.2020.618464

Creswell, J.W. y Clark, V.L.P. (2011). Designing and conducting mixed methods research. Sage Publications.

Desimone, L.M. (2009). Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures. Educational Researcher, 38(3), 181-199. https://doi.org/10.3102/0013189X08331140

Díaz-Cabriales, A. (2021). La neuroeducación en los programas de formación y profesionalización docente en México. Ciencia y Educación, 5(2), 63-78. https://doi.org/10.22206/cyed.2021.v5i2.pp63-78

Dubinsky J.M. (2010). Neuroscience Education for Prekindergarten–12 Teachers. Journal of Neuroscience, 30, 8057–8060. https://doi.org/10.1523/JNEUROSCI.2322-10.2010

Dundar, S. y Gunduz, N. (2016). Misconceptions regarding the brain: The neuromyths of preservice teachers. Mind, Brain, and Education, 10, 212-232 https://doi.org/10.1111/mbe.12119

Elouafi, L., Said, L. y Talbi, M. (2021). Progress report in neuroscience and education: experiment of four neuropedagogical methods. Education Sciences, 11(373). https//doi.org/10.3390/educsci11080373

Ezquerra, A. y Ezquerra-Romano, I. (2019). Using neuroscience evidence to train pre-service physics teachers on the concepts of heat and cold. Journal of Physics: Conference Series, 1287, 012038. https://doi.org/10.1088/1742-6596/1287/1/012038

Fraser, S. (2016). Pedagogical Content Knowledge (PCK): Exploring its Usefulness for Science Lecturers in Higher Education. Research in Science Education, 46 (1), 141-161. https://doi.org/10.1007/s11165-014-9459-1

García, M.B. y Martín, S.S. (2017). Identificación de concepciones de profesores universitarios sobre la enseñanza y la evaluación. Revista Docencia Universitaria, 18(1),81-103.https://revistas.uis.edu.co/index.php/revistadocencia/article/view/7316

Gaskins, I. y Elliot, T. (2005). Como enseñar estrategias cognitivas en la escuela. El manual Benchmark para docentes. Buenos Aires: Paidós.

Goswami, U. (2004). Neuroscience and Education. British Journal of Educational Psychology, 74, 1–14. https//doi.org/10.1348/000709904322848798

Goswami, U. (2006). Neuroscience and education: From research to practice? Nature Reviews Neuroscience, 7, 406–411. https//doi.org/10.1038/nrn1907

Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. En Berry, A., Friedrichsen, P., Loughran, J. (Eds) Re-examining Pedagogical Content Knowledge in Science Education (pp. 28-42). New York: Routledge.

Howard-Jones, P. (2014). Neuroscience and education: Myths and messages. Nature Reviews Neuroscience, 15, 817–824. https://doi.org/10.1038/nrn3817

Horvath, J. C. y Donoghue, G. M. (2016). A Bridge Too Far – Revisited: Reframing Bruer’s Neuroeducation Argument for Modern Science of Learning Practitioners. Frontiers in Psychology, 7, 377. https://doi.org/10.3389/fpsyg.2016.00377

Kirschner, S., Borowski, A., Fischer, H. E., Gess-Newsome, J. y von Aufschnaiter, C. (2016). Developing and evaluating a paper-and-pencil test to assess components of physics teachers’ pedagogical content knowledge. International Journal of Science Education, 38(8), 1343-1372. https://doi.org/10.1080/09500693.2016.1190479

Loughran, J., Mitchell, I. y Mitchell, J. (2003). Attempting to document teachers' professional knowledge. Qualitative Studies in Education, 16(6), 853-873. https://doi.org/10.1080/09518390310001632180

Mauro, A. (2020). El Programa Mente Cerebro Educación: Un estudio epistemológico. Síntesis, 10, 199–220.

Medina-Gual, L., Chao-Rebolledo, C., Garduño-Teliz, E., González-Videgaray, M. C., Baptista-Lucio, P., Montes-Pacheco, L. C., ... y Ojeda-Núñez, J. A. (2021). Educar en contingencia. https://educarencontingencia.net

Moscovitch, M., Cabeza, R., Winocur, G. y Nadel, L. (2016). Episodic memory and beyond: the hippocampus and neocortex in transformation. Annual review of psychology, 67, 105. https://doi.org/10.1146/annurev-psych-113011-143733

Palghat, K., Horvath, J. C. y Lodge, J. M. (2017). The hard problem of ‘educational neuroscience’. Trends in Neuroscience and Education, 6, 204-210. https://doi.org/10.1016/j.tine.2017.02.001

Posner, M.I. y Rothbart, M.K. (2005). Influencing Brain Networks: Implications for education. Trends in Cognitive Sciences, 9(3), 99–103. https://doi.org/10.1016/j.tics.2005.01.007

Pozo, J. I. (2020). ¡La escuela está desnuda! Lo que deberíamos aprender de la escuela confinada. España: Biblioteca Innovación Educativa

Pickering S. J. y Howard-Jones P. A. (2007). Educators’ views on the role of neuroscience in education: Findings from a study of UK and international perspectives. Mind, Brain, and Education, 1, 109–113. https://doi.org/10.1111/j.1751-228X.2007.00011.x

Retana Alvarado, D. A. (2018). El cambio en las emociones de maestros en formación inicial en la enseñanza y el aprendizaje de las ciencias basada en la indagación. Tesis doctoral. Recuperado de: https://rabida.uhu.es/dspace/handle/10272/21456

Roelfsema, P. R. (2005). Elemental operations in vision. Trends in cognitive sciences, 9(5), 226-233. https://doi.org/10.1016/j.tics.2005.03.012

Roelfsema, P. R., Lamme, V. A. y Spekreijse, H. (2000). The implementation of visual routines. Vision research, 40(10-12), 1385-1411. https://doi.org/10.1016/S0042-6989(00)00004-3

Salvado Ortega, J. J. (2020). Las potencialidades del uso del lenguaje positivo en el proceso de enseñanza-aprendizaje. Revista Tecnología, Ciencia y Educación, (15), 81-103. https://doi.org/10.51302/tce.2020.369

Seymour, E. (2002). Tracking the processes of change in U.S. undergraduate education in science, mathematics, engineering, and technology. Science Education, 86,79–105 https://doi.org/10.1002/sce.1044

Sigman, M., Peña, M. y Goldin, A. (2014). Neuroscience and education: prime time to build the bridge. Nature Neuroscience, 17, 497–502. https://doi.org/10.1038/nn.3672

Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.2307/1175860

Schwartz, M. S., Hinesley, V., Chang, Z. y Dubinsky, J. M. (2019). Neuroscience knowledge enriches pedagogical choices. Teaching and Teacher Education, 83, 87–98. https://doi.org/10.1016/j.tate.2019.04.002

Stern, E. (2005). Pedagogy Meets Neuroscience. Science, 310, 745. https://doi.org/10.1126/science.1121139

Tan, Y. S. M. y Amiel, J. J. (2022). Teachers learning to apply neuroscience to classroom instruction: case of professional development in British Columbia. Professional Development in Education, 48(1), 70-87. https://doi.org/10.1080/19415257.2019.1689522

Valk, S. L., Bernhardt, B. C., Trautwein, F. M., Böckler, A., Kanske, P., Guizard, N., Collins, D. L. y Singer, T. (2017). Structural plasticity of the social brain: Differential change after socio-affective and cognitive mental training. Science Advances, 3(10), e1700489. https//doi.org/10.1126/sciadv.1700489

Vázquez-Bernal, B., Jiménez-Pérez, R. y Mellado Jiménez, V. (2007). El desarrollo profesional del profesorado de ciencias como integración reflexión y práctica. La Hipótesis de la Complejidad. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 4(3), 372-393. https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2007.v4.i3.01

Vázquez-Bernal, B., Jiménez-Pérez, R., Mellado, V. y Taboada, M. (2012). The process of change in a science teacher’s professional development: A case study based on the types of problems in the classroom. Science Education, 96(2), 337-363. https://doi.org/10.1002/sce.20474

Vázquez-Bernal, B., Mellado Jiménez, V. y Jiménez-Pérez, R. (2021). The long road to shared PCK: A science teacher's personal journey. Research in Science Education, 51(5). https://doi.org/10.1007/s11165-021-10028-4

Zylberberg, A., Dehaene, S., Roelfsema, P. R. y Sigman, M. (2011). The human Turing machine: a neural framework for mental programs. Trends in cognitive sciences, 15(7), 293-300. https://doi.org/10.1016/j.tics.2011.05.007