Perceptions of educators about neuroscience in teaching strategies
DOI:
https://doi.org/10.18050/psiquemag.v14i2.4068Keywords:
educational neuroscience, active learning, brain plasticity, social-emotional learning, PLS-SEM, teachers, active teachingAbstract
This study explores the role of neuroscience in shaping the perceptions and teaching strategies of university teachers. Using a quantitative, non-experimental approach, a survey was conducted among 132 teachers to assess the links between neuroscientific knowledge (brain plasticity, individual differences, and emotional learning) and pedagogical dimensions (educational technology, active teaching, and socio-emotional learning). The reliability, validity, and structure of the relationships between the constructs were analyzed using partial least squares structural equation modelling (PLS-SEM). The results indicate that neuroscience influences on teachers' perceptions of innovation and the development of teaching strategies, which explains a considerable proportion of the variability in didactic of the variability in the didactics of learning and its associated dimensions. The study concludes that improving the neuroscientific knowledge of teachers and adopting active methodologies contribute to more effective and inclusive higher education.
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Copyright (c) 2025 Giovanna L. Cuneo Alvarez, Patricia Nue Caballero, Katya Viacava Parodi, Gretty Paola Rossi-Esteban, Juana D.C. Bedoya-Chanove, Ana Luz Margarita Borda Soaquita, Norma Constanza Velásquez Rodríguez
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