ESTRATEGIAS DIDÁCTICAS PARA PROPICIAR EL NEUROAPRENDIZAJE EN LA EDUCACIÓN UNIVERSITARIA

Abstract

The contributions of neuroscience to learning are increasingly important because, thanks to neuroimaging, biological evidence has been obtained of the way people learn, which was anticipated a long time ago by educational psychologists such as Ausubel, Bandura, Bruner, etc In healthy adults, with good nutrition, physical exercise and mental activity, the brain generates ten thousand new neurons or additional dendrites daily that will only connect to others if there is learning. Synaptic connections increase fundamentally in two ways: by developing more dendrites or by releasing more of the neurotransmitters that make the connection, including dopamine. There are three brain filters that must be overcome to achieve the synaptic connections that allow the construction of knowledge in the prefrontal lobes with the help of the amygdala, hippocampus and thalamus. That is why in this work some of the didactic strategies that allow these connections to increase were identified. For this purpose, a phenomenological study was carried out through participant observation of the strategies that work in teacher training courses and a critical documentary review on the advances of neuroscience. Among the strategies that allow the development of more dendrites was the use of novel, multisensory, and multipurpose stimuli; timely feedback of achievements and progress; the emphasis on comparisons, relationships, integration and construction of knowledge both individually and collaboratively. The release of neurotransmitters is achieved, among others, in a friendly instructional environment, through affective sensitization towards the subject; with attractive, structured and organized information and introducing changes in routines.