¿Qué necesitan saber los profesores sobre neurociencia?

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dc.contributor.authorThomas, Michael S. C.
dc.contributor.orcidThomas, Michael S. C. [0000-0002-8231-6011]spa
dc.date.accessioned2025-10-09T16:03:32Z
dc.date.available2025-10-09T16:03:32Z
dc.date.issued2025-03-18
dc.description.abstractEste artículo describe la premisa clave que subyace al campo de la neurociencia educativa. Explora cómo se puede navegar por la interfaz de la neurociencia y la educación.spa
dc.description.abstractenglishThis article describes the key premise behind the field of educational neuroscience. It explores how the interface of neuroscience and education may be navigated.eng
dc.description.abstractotherEste artigo descreve a premissa principal subjacente ao campo da neurociência educacional. Explora-se como navegar na interface da neurociência e da educação.por
dc.format.mimetypeapplication/pdfspa
dc.identifier.doihttps://doi.org/10.29375/01237047.5392
dc.identifier.instnameinstname:Universidad Autónoma de Bucaramanga UNABspa
dc.identifier.issn0123-7047spa
dc.identifier.issn2382-4603
dc.identifier.reponamereponame:Repositorio Institucional UNABspa
dc.identifier.repourlrepourl:https://repository.unab.edu.cospa
dc.identifier.urihttp://hdl.handle.net/20.500.12749/31614
dc.language.isospaspa
dc.publisher.facultyFacultad Ciencias de la Saludspa
dc.publisher.grantorUniversidad Autónoma de Bucaramanga UNABspa
dc.relationhttps://revistas.unab.edu.co/index.php/medunab/article/view/5392/4178spa
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dc.relation.referencesThomas MSC, Ansari D, Knowland VCP. Annual Research Review: Educational neuroscience: progress and prospects. J Child Psychol Psychiatry [Internet]. 2019;60(4):477-492. doi:https://doi.org/10.1111/jcpp.12973
dc.relation.referencesSzucs D, Toffalini E. Maths anxiety and subjective perception of control, value and success expectancy in mathematics. R Soc Open Sci [Internet]. 2023;10(11):231000. doi: https://doi.org/10.1098/rsos.231000
dc.relation.referencesRogers C, Thomas MSC. Educational Neuroscience: The Basics [Internet]. USA: Routledge Publishers; 2022. Available from: https://www.routledge.com/Educational-Neuroscience-The-Basics/Rogers-Thomas/p/book/9781032028552?srsltid=AfmBOoq8Fq_MXyhHNsep1978oTGgf_UwnThXseCy3Nqi1ft882T8Q9B7
dc.relation.referencesBlakemore SJ. Inventing ourselves: The secret life of the teenage brain [Internet]. London: Black Swan Publishers; 2018. Available from: https://www.amazon.com/Inventing-Ourselves-Secret-Teenage-Brain/dp/1610397312
dc.relation.referencesGrospietsch F, Lins I. Review on the Prevalence and Persistence of Neuromyths in Education – Where We Stand and What Is Still Needed. Front Educ [Internet]. 2021;6:665752. doi: https://doi.org/10.3389/feduc.2021.665752
dc.relation.referencesWeisberg DS, Keil FC, Goodstein J, Rawson E, Gray JR. The Seductive Allure of Neuroscience Explanations. J Cogn Neurosci [Internet]. 2008;20(3):470–477. doi: https://doi.org/10.1162/jocn.2008.20040
dc.relation.referencesDuraiappah A, van Atteveldt N, Asah S, Borst G, Bugden S, Buil JM, et al. The International Science and Evidence-based Education Assessment. npj Sci Learn [Internet]. 2021;6:7. doi: https://doi.org/10.1038/s41539-021-00085-9
dc.relation.referencesBowen AEJ, Palmer LRJ, Perry RC, Thomas MSC, Tolmie A, Borst G, et al. Evaluating What Works in the Classroom: Best Practice and Future Opportunities. Mind Brain Educ [Internet]. 2024;18(4):474-484. doi: https://doi.org/10.1111/mbe.12430
dc.relation.referencesThomas MSC, Howard-Jones P, Dudman-Jones J, Palmer LRJ, Bowen AEJ, Perry RC. Evidence, Policy, Education and Neuroscience – The State of Play in the UK. Mind Brain Educ [Internet]. 2024;18(4):461-473. doi: https://doi.org/10.1111/mbe.12423
dc.relation.referencesStavy R, Tirosh D. How Students (Mis-)Understand Science and Mathematics: Intuitive Rules [Internet]. EEUU: Teachers College Press; 2000. Available from: https://www.researchgate.net/publication/31735228_How_Students_Mis-Understand_Science_and_Mathematics_Intuitive_Rules
dc.relation.referencesMareschal D. The neuroscience of conceptual learning in science and mathematics. Current Opinion in Behavioural Sciences [Internet]. 2016;10:114–118. doi: https://doi.org/10.1016/j.cobeha.2016.06.001
dc.relation.referencesDiamond A. Activities and Programs That Improve Children’s Executive Functions. Curr Dir Psychol Sci [Internet]. 2012;21(5):335-34. doi: https://doi.org/10.1177/0963721412453722
dc.relation.referencesSala G, Gobet F. Does Far Transfer Exist? Negative Evidence From Chess, Music, and Working Memory Training. Curr Dir Psychol Sci [Internet]. 2017;26(6):515-520. doi: https://doi.org/10.1177/0963721417712760
dc.relation.referencesTolmie A, Dundar-Coecke S. Lifespan conceptual development in science: Brain and behaviour. In: Thomas MSC, Mareschal D, Dumontheil I. Educational Neuroscience: Development across the lifespan [Internet]. USA: Routledge Publisher; 2020. Available from: https://psycnet.apa.org/record/2020-28429-008
dc.relation.referencesRoy P, Rutt S, Easton C, Sims D, Bradshaw S, McNamara S. Stop and Think: Learning Counterintuitive Concepts: Evaluation Report. Education Endowment Foundation [Internet]. 2019. Available from: https://www.nfer.ac.uk/media/uqapkjif/learning_counterintuitive_concepts_evaluation_report_-final.pdf
dc.relation.referencesWilkinson HR, Smid C, Morris S, Farran EK, Dumontheil I, Mayer S, et al. Domain-Specific Inhibitory Control Training to Improve Children’s Learning of Counterintuitive Concepts in Mathematics and Science. J Cogn Enhanc [Internet]. 2020;4(3):296-314. doi: https://doi.org/10.1007/s41465-019-00161-4
dc.relation.urihttps://revistas.unab.edu.co/index.php/medunab/issue/view/301spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 2.5 Colombia*
dc.rights.localAbierto (Texto Completo)spa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/co/*
dc.sourceVol. 27 Núm. 3 (2024): diciembre 2024 - marzo 2025: Neurociencias; Neurociencia Cognitiva; Desarrollo Humano; 251-257spa
dc.subjectCiencias médicasspa
dc.subjectCiencias de la vidaspa
dc.subjectCiencias de la saludspa
dc.subjectEncéfalospa
dc.subjectCogniciónspa
dc.subjectAprendizajespa
dc.subjectNiñospa
dc.subjectEducaciónspa
dc.subject.keywordsMedical scienceseng
dc.subject.keywordsLife scienceseng
dc.subject.keywordsHealth scienceseng
dc.subject.keywordsCiências médicaspor
dc.subject.keywordsCiências da vidapor
dc.subject.keywordsCiências da saúdepor
dc.subject.keywordsBraineng
dc.subject.keywordsCognitioneng
dc.subject.keywordsLearningeng
dc.subject.keywordsChildreneng
dc.subject.keywordsEducationeng
dc.subject.keywordsEncéfalopor
dc.subject.keywordsCogniçãopor
dc.subject.keywordsAprendizagempor
dc.subject.keywordsCriançapor
dc.subject.keywordsEducaçãopor
dc.subject.lembCiencias médicasspa
dc.subject.lembCiencias de la vidaspa
dc.subject.proposalCiencias de la saludspa
dc.title¿Qué necesitan saber los profesores sobre neurociencia?spa
dc.title.translatedWhat do teachers need to know about neuroscience?eng
dc.title.translatedO que os professores precisam saber sobre neurociência?por
dc.typeArticleeng
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
dc.type.driverinfo:eu-repo/semantics/article
dc.type.hasversioninfo:eu-repo/semantics/publishedVersion
dc.type.localArtículospa
dc.type.redcolhttp://purl.org/redcol/resource_type/ART

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