How does neuroscience impact on learning Education Research Paper

How Does Neuroscience Impact On Learning
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Abstract
This study focuses on providing evidence that supports the necessity of neuroscience in learning processes. The literature review shows the dire need to improve evidence-based neuroscience as per the various learning intervention measures. The study utilized a mixed-method approach in the methodology section. The results show the need to support the teachers, parents, and learners' understanding of neuroscience alongside their ability to judge the various educational intervention measures.
Table of Contents TOC \o "1-3" \h \z \u Abstract PAGEREF _Toc56287004 \h 2Introduction PAGEREF _Toc56287005 \h 4Objectives of the study PAGEREF _Toc56287006 \h 5Literature Review PAGEREF _Toc56287007 \h 5Methodology PAGEREF _Toc56287008 \h 10Results PAGEREF _Toc56287009 \h 10Discussion PAGEREF _Toc56287010 \h 12Conclusion PAGEREF _Toc56287011 \h 13References PAGEREF _Toc56287012 \h 15
Introduction
Neuroscience is an important concept that helps in furthering the understanding of the mechanism of learning applicable to education improvement. Research shows that neuroscience has been more effectively translated in some areas, such as developing novel rehabilitation techniques. However, the transition required from the laboratory to the classroom seems challenging. It is important to note that many neuroscientists emphasize the potentiality of their research towards improving education despite lacking methodological expertise useful in the translation of theory into practice within the education field. There is a lot of interest from across most educators on how neuroscience could advance the practice of education. However, there is a deficiency in the approach's appropriateness to be undertaken (Willis, 2020).
The aspect of education is known to have lasting effects on individuals' well-being and entails various economic benefits. Notably, both the economic and social costs of education for all aspects of learning seem very expensive. There exists a wealth of scientific knowledge that is of benefit to learners. There are experimental advancements that have been undertaken over the years to reduce the need for medication. These entail the implementation of reward programs within learning alongside the application of cognitive learning amongst the elderly. There has been a widespread desire towards enhancement of cognitive abilities that even involve smart drugs. In this case, education amongst all other techniques is the most powerful and effective enhancer of cognitive abilities (Fischer et al., 2010).
Optimal learning requires a great change in the functioning of the brain. In this case, the brain requires a change to occur, especially in response to stimuli, and enables it to produce neurons. Effective learning demands that multiple sections of the brain be involved in the process of learning. Such regions relate to memory, senses, and volitional control alongside optimum levels that involve cognitive functioning.
Objectives of the study
* To explore the means through which neuroscience is applicable in teaching and learning.
* To evaluate the extent to which neuroscience could improve the quality of education.
Literature Review
Neuroscience refers to the empirical study that focuses on the brain alongside the related nervous system. Importantly, the brain refers to the body's organ that helps individuals adapt and learn in any environment. Notably, neuroscience helps understand the impact of the genetic make-up on learning within the lifespan alongside environmental factors. This aspect is essential since it enables identifying key indicators that ensure educational results and providing a basis for scientific evaluation as applicable in different teaching techniques. There are great differences in individual responsibility towards education; however, the nature of the response is largely determined by genes alongside the environmental factors. Such nature of inclination provides ground for identification of various key indicators that determines results within educational setup. Even though a genetic basis influences individual differences, the various genetic influences on the brain's development and functions have not been elaborately understood (Fischer et al., 2010).
The brain is an important organ that should be factored in whenever there is planning for future education. The evolution of the brain focuses on being educated and to educate in an instinctive and effortless manner. The brain is considered a machine capable of allowing various forms of learning to occur, such as children learning to eat, riding bicycles, and adults learning new languages and mastering various programs. Further, the brain places limits on how much the human can accommodate and the speed of learning (Gonulal & Loewen, 2018).
Knowland and Thomas's (2014) research reveals the nature of the brain's working; however, technological advancements provide an amazing tool that enables neuroscientists to discover more brain functioning aspects. The various techniques that entail brain imaging can measure brain activity in the process of performance of tasks. Such techniques have greatly influenced and broadened the general knowledge of the mind. In this case, the brain scientists are capable of understanding the various changes that occur upon the brain acquiring new skills along the life journey. The general knowledge of the learning of the brain already has a great impact on the current education system. It enables a reasonable understanding of the brain mechanisms that supports learning as well as teaching alongside the existing mechanism between teacher and learner.
Neuroscience is a crucial aspect especially when it comes to informing the adaptive learning technology. In this case, neuroscience can be applied in the identification of a specific locus for a particular learning difficulty. However, it is not obvious that the concept help in determining the exact use of an intervention, but could help suggest the nature of skill targeted. Simultaneously, the concept is applicable in the identification of the various cognitive activities that require strengthening. Despite, the necessity of widespread intervention techniques through neuroscience, there is a possibility of a few specialty-trained teachers as well as the low nature of attention from learners is not easily affordable. The use of learning technologies easily plays a complementary role as that of a teacher, especially when rehearsing various learning tasks (Fischer et al., 2010).
The emergence of computer games helps in providing learners the practice of understanding the various numbers capable of matching the learners' level of skills. Such adaptive games-like programs ensure that an individual's natural rewards system is utilized. This is since they can be easily utilized to reveal the existing difference between the results of learner expectations from various actions and the outcome observation. This helps in differentiating through learning the various actions that are profitable. For instance, the various adaptive programs emulate the instructors that are constantly influenced by the current learner's understandings. Such allows different practices that can only be achievable through face to face pieces of training. There is various existing common ground between science and education research on the use of neuroscience in learning. In both cases, there is identification with the fact that it is not easy for individuals to master basic skills in language as well as other areas such as literacy and numeracy. Further, challenges exist within the educational attainment alongside the social domain. In both dimensions, education is recognized in allowing the development of better ways to easily assist individuals in discovering their productivity that would eventually benefit society.
According to Gonulal & Loewen (2018), the concept of social interactions is key in learning since learning can only occur within environments where individuals internalize their general behaviors within an environment. Therefore, cognitive theory guides the teachers on how to formulate relationships with various learners. Further, the theory guides learners towards the development of relationships that could easily facilitate various participation as well as social interactions in the whole learning process. Neuroscience relates to students' capability to learn vocabulary, listen, and speak through observation, listening, and communicating during classroom tasks.
A key concept based on the theory is scaffolding, which compels the organization of students in pairs. Such technique entails connecting the various process that requires supported situations that enable learners to acquire and reinstate language knowledge alongside skills (Gonulal & Loewen, 2018). The concept is could easily be adopted by enabling students to acquire techniques in pairs. In this case, the pairs simplify the learning techniques, motivate students towards learning and increase their interest in accepting different learning techniques. Grabe and Stroller (2020) also support peer learning as an evidence-based practice of teaching. Besides learning from their peers, the students also learn from teachers through a process called collective scaffolding. As the learners participate in the tasks, the teacher's interactions with them generally help in the identification of their responses' accuracy, hence neuroscience could help create a clear understanding of the learning techniques.
Goh (2018) provided useful principles for instructional skills as well as activities necessary for the development of listening alongside speaking skills. Notably, these principles encourage students’ improvement in listening skills whenever teachers assign materials such as English movies, plays, as well as listening skills. Due to this, the education system should adapt audio material to enhance various skills such as listening skills. In this case, the...