Examining the role of the environment and the role of the teacher and student in learning based on the epistemological foundations of educational neuroscience
Subject Areas :
ghader faraghi
1
,
محسن فرمهینی فراهانی
2
,
محمد حسن میرزا محمدی
3
1 - Department of Educational Sciences, Faculty of Humanities, Shahid University of Tehran
2 - گروه علوم تربیتی ، دانشکده علوم انسانی ، دانشگاه شاهد تهران
3 - گروه علوم تربیتی ، دانشکده علوم انسانی ، دانشگاه شاهد تهران
Keywords: educational neuroscience, epistemology, role of environment, role of teacher and student, learning,
Abstract :
The purpose of this article is to investigate the role of the environment and the role of the teacher and student in learning based on the epistemological foundations of educational neuroscience. In this research, the epistemological foundations of educational neuroscience have been explained with the documentary method and qualitative content analysis, and then, using epistemological propositions, the role of the environment and the role of the teacher and student have been deduced and analyzed..Some of the findings for the role of the environment in learning based on the epistemological foundations of educational neuroscience include: the role of the physical environment on learning, the role of security and psychological pressure of the environment on learning, the role of the real and natural environment and interaction with it on learning, the role of environments Diverse on learning, And some findings obtained for the role of teacher and student in learning include: building new neural networks in the brain, based on brain integration, social and vicarious learning, learning based on emotion and emotions, learning based on evaluation and feedback, learning It is based on multi-sensory experiences, learning based on the involvement of the whole body physiology, learning based on attention, learning based on general and detailed processing, learning based on searching for meaning and modeling, learning based on challenges and threats and fear and anxiety. The obtained results can be used to increase the quality of education and especially the teaching and learning process in the classroom.
1-Ashraf R, Abdoli B, Khosrowabadi R, Farsi A. Effects of model type on mirror neurons activity during observation of a motor skill . Advances in Cognitive Sciences 2019; 21 (2):132-140 URL: http://icssjournal.ir/article-1-899-fa.html.
2-Association of Neurological Sciences (2019) Brain Facts:A Primer on the Brain and Nervous System , translated by Mahnaz Kosi and Namdar Yusuf Vand, Kermanshah, Razi University Publishing Center
3-Babaei B, Bakhtiar, Shabani Varki B, Javidi Kalate, Jafarabadi T, Moghimi, A . (2017) Embodiment Learning: A Critique of Neurophilosophy Approach to Cognition and Learning., Tarbiat bi-quarters, 4(3), 61-90 .
4-Battro, A; Fischer, K. W, Le'na, P.J(2019) The Trained Brain, translated by Mahmoud Talkhabi and Ali Nouri, Tehran, Koresh Publishing House, second edition.
5-Baratali M , Yousefy A , Keshtiaray N, Saboori M . (2016). The fundamental insights derived from the findings of Neurological sciences for education: a systematic review of international documents. Publication: Research in curriculum planning, 13(48) ,1-13.
6- Biyabangard, Ismail (1999). A guide for parents and teachers in raising and teaching children. Tehran: University Publishing Office.
7-Caine, R. N ; Caine, J; McClentick, C; Klimak, K (2009) The principle of teaching - learning in practice, translated by Asghar Nouri Imamzadei, Isfahan, published by nashreh nevashteh.
8-
Caine ,N.R, Caine ,J. (2005).12 Brain / mind learning principlets in action.Crowin Press.california
9- Dadashzadeh S , Fathi Azar E , Maleki Avarsin S , Khadivi A. (2021) Determining and Explaining the Principles of Learning Based on Cognitive Processes in the Brain , Publication: Education and evaluation, 13(52) , 36-58.
10- D’Alessio, C, (2011). Il contributo delle neuroscienze all’epistemologia pedagogica.Verso un nuovo paradigm , STUDI E RICERCHE , Dossier 2:Around the D’Alessio mind, Università degli Studi di Salerno - chdalessio@unisa.it D’Alessio .
11- Durrani, K, Alizadeh, Y, Rezaei, S . (2015). Cognitive neuroscience and education, The second scientific-research conference on educational sciences and psychology of social and cultural injuries in Iran , Tehran.
12-Edelman, G (1395) Language and Consciousness, translated by Reza Nilipour, Tehran, Nilufar Publications.
13-ElAdl AM, Saad MA. (2019) Effect of a brain-based bearning program on working memory and academic motivation among tenth grade Omanis students. International Journal of Psycho-Educational Sciences; 1:42-50.
14- Fatehrad Gh , Mohammadkhani K , Mosleh M. (2021). Identifying factors affecting the quality of education (based on brain-based learning), Educational Administration Research Quarterly, 12(47), 41-52.
15-Goswami, U. (2008) ʻʻPrinciples of learning, Implications for Teaching: A Cognitive Neuroscience Perspectiveʼʼ Journal of Philosophy of Education,
16- Haider Tabar M . (2003). Principles of brain-based learning, Bahman Teacher Development, 179, 42-44.
17- Hendel-Giller R, Hollenbach C, Marshall D, Oughton K, Pickthorn T, Schilling M, et al. (2011) The neuroscience of learning: A new paradigm for corporate education. St. Louis, Missouri (USA): The Maritz Institute.
18-Jensen, E . (2021). Brain and Education, translated by Lili Mohammad Hossein and Sepideh Razavi, Tehran, Burhan School Cultural Institute (School Publications), fifth volume.
19-Kardan Helvai, Z , Fathi Azar, I , Adib, Y, Mahdizadeh Fanid, L . (2018). Determining the learning principles of neuro-educational using exploratory study and explaining its educational implications, Education Strategies in Medical Sciences, 11(6), 47-57.
20-Kharrazi S K, Talkhabi M . (2017). Foundations of Cognitive Education, Tehran, Samt Organization Publications. Volume 3 .
21-Mehdizadeh Moghadam Arani M . (2011). Explanation of position of the brain-based curriculum In Educational system , For Degree of Master of Science in curriculum Planning , University of Kashan , Faculty of Humanistic Department of humanistic Science.
22-Mohammadi, Adel; Rostaminejad, Mohammad Ali; Mohsen, Aiti (2022) Content features and goals of electronic curriculum from the perspective of cognitive neuroscience theory, Journal of New Advances in Psychology, Educational Sciences and Education, 5th year, number 49.
23-Momeni Rad, Akbar; Khadijah Aliabadi; Fardanesh, Hashem; Mazini, Nasser(2014) Qualitative content analysis in research tradition: nature, stages and validity of the result, Quarterly of Educational Measurement 4(14) , 187-222.
24-Nouri A . (2017). Neuroscience Bases of learning and Education, Tehran, Samt. [Persian].
25- Nouri, A . (2022) Teaching and educational neuroscience, Fatemi Publications, First edition.
26-Nouri, A . (2024),Neuroconstructivism curriculum design model, Curriculum Iranian encyclopedia.
27-Nouri A, Mehrmohammadi M. (2012) Defining the Boundaries for Neuroeducation as a Field of Study. Educ Res J.;27(1/2):1.
28-NRC (National Research Council). (2000). How people learn: Brain, mind, experience, and school. Washington, D.C: National academic press.
Paul Howard, Jones (2018)Introduction to Neuro-Educational Research, Neurosciences, Educational Sciences and the Brain: , translated by Seyyed Kamal Kharazi, Tehran Semit, 4th edition.
29-Sadat Mansouri, Mohammad (2019) Knowledge and Mind: An Introduction to Epistemology and Philosophy of Mind, Tehran, Arjmand Publications.
Saifi S, Ebrahimigavam S, Farokhi N, (2010). Effect of brain - based learning on comprehension and pace of learning of Grade 3 primary school students, Journal of educational innovations , 9(2), 45-60.
30-Sharfi, H. (2019). The inseparability of the elements of experience in the teaching-learning environment: passing from the nerve of Churchland's philosophy to the nerve of Varla's phenomenology, PhD thesis, Ferdowsi University of Mashhad, Faculty of Educational Sciences and Psychology.
31-Shafaei S, Haghani F, Talkhabi M, Yarmohammadian M H. (2022). Effective educational measures to improve learning based on educational neuroscience studies: a review. Iranian Journal of Medical Education , 22 ,294-304.
32-Shaarinejad, Ali Akbar (2008). Psychology of Culture and Education. Tehran: Amir Kabir Publications.
33- Sheikhi fini A A. (2004). Constructivism: an Introduction and Evaluation, Advances in Cognitive Sciences , 4 (3) ,65-73 .
34- Thagard, P(2010). Cognitive Science. The Stanford Encyclopedia of Philosophy, Edward N. Zalta (ed).
35- Talkhabi M. (2010). Research in Education: Science or Philosophy? Implications of Cognitive Science Methodology for Education, Advances in Cognitive Sciences , 11 (4) ,75-85.
36- Talkhabi, M . (2019). Cognition and Education (Cognitive Principles of Education), Tehran, Samt.
37-Talkhabi M. (2019) Learning activities: design, implementation and evaluation, ,moassesh farhangi honari Angareh.
38-Tokuhama-Espinosa, T . (2019). Mind, learning and education, translated by Mahmoud Talkhabi, Tehran, Angareh Cognition and Education Publishing House.
39-Tufekci, S. & Demirel, M. (2009). The effect of brain based learning on achievement, retention, attitude and learning process. World Conference on Educational Sciences. http://www. ascd.org/ASCD/pdf/journals/ed_ lead/el_199010_caine.pdf.
40-Whitman, G. Kelleher I (2022).Neuro Teach Brain science and the future of education, Translated by Bije Babaei, Ehsan Qadiri Hessari, Zahra Sharifian and Haddadah Saadatifar, Mashhad, cheshm andaze Qutb Publications, first edition.
41-Wolff P . (2012). Brain and learning process; Adaptation of teaching-learning methods and the functioning of the human brain, translated by Daud Abolghasmi, Tehran, Madrasah Cultural Institute (Madrasah Publications), 5th edition .
