Neuroscientific Strategies of Teaching

Analizirajući nove spoznaje do kojih se došlo u istraživanju mozga pomoću najnaprednijih tehnoloških inovacija, znanstvenici bolje razumiju procese učenja. Mogu ih pratiti, potvrditi područje njihova nastajanja, ali i dokazati njihovu interakciju. U skladu s tim novim spoznajama, preispituju se i promišljaju sve poznate metode učenja te je nastala nova disciplina u znanosti koja polazi od mozgu primjerenih strategija učenja. Obrazovna neuroznanost omogućila je simbiozu biologije, neurologije, kognitivne psihologije, pedagogije i didaktike. Koherentnost navedenih znanosti dovodi do zaključka da je važno razumijevanje ovih spoznaja koje imaju odlučujući utjecaj za napredak i razvijanje novih strategija učenja u radu s djecom. Objašnjavanjem načina kako genetsko nasljeđe i formirano okruženje utječu na procese učenja i kako odgojitelji i učitelji mogu u skladu s tim unaprijediti svoju praksu. Interdisciplinarnost obrazovnog sustava i prakse te istraživanja u obrazovnoj neuroznanosti i neurodidaktici doprinose boljem razumijevanju i napretku metoda učenja i načina razumijevanja kako poboljšati učenje. Cilj rada je pobuditi i približiti sudionicima odgojno-obrazovnog procesa promišljanje o povezanosti obrazovne neuroznanosti s interdisciplinarnom praksom.Scientists have been able to gain a deeper insight into learning processes through analysis of new findings provided upon brain research using the latest technological innovations. They are able to keep abreast with them, confirm the area of their origin, as well as prove their interaction. In accordance with these latest findings, they analyse and consider all the known learning methods and hence a new scientific discipline was created based on learning strategies most adequate for the brain. Educational neuroscience has enabled a symbiosis of biology, neurology, cognitive psychology, pedagogy and didactics. A conclusion has been reached, based on the coherence of the previously mentioned sciences, of the importance of the understanding of these findings which have a decisive impact on the progress and development of new learning strategies in working with children. The explanation was provided of the methods in which genetic ancestry and the formed environment affects the learning processes and in what way educators and teachers can accordingly promote their practices. Interdisciplinarity of the educational system and practices, as well as research in educational neuroscience and neurodidactics, contribute to a deeper understanding and progress in learning methods and methods of understanding how to improve learning. The aim of the paper is to stimulate and bring closer to the participants of the educational process the thinking about the connection of educational neuroscience with interdisciplinary practice