Design the Class
Contributions from Neurosciences and Educational Psychology
Keywords:
Educational, Improvement, Executive Functions, Metacognition, Instructional ContextsAbstract
The work we present aims to offer theoretical guidelines tending to promote a better understanding of the learning processes in academic environments, based on contributions from two disciplinary fields, Neuroscience and Educational Psychology. It also seeks to contribute to the improvement of class planning and instructional design in order to pro mote the development of executive functions, which will result in meaningful school learning and metacognitive behavior. The discussion and presentation will revolve around key questions, which serve as a guide to guide practice and redesign the classroom teachinglearning contexts, namely: How can the teacher encourage the development of executive functioning to arouse interest, participation and selfregulation by their students?, How to configure the class and the design of academic tasks to promote the implementation of executive functions? We show those traits and contextual factors that can positively influence the executive functions of the students, attending to a situated and distributed configuration of educational practices and position from a socioconstructivist perspective that allows improving the effects of instruction on learning and processes cognitive functions.
Downloads
References
Dawson, P., & Guare, R. (2010). Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention. Guilford Press.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Rogoff, B. (1990). Apprenticeship in Thinking: Cognitive Development in Social Context. Oxford University Press.
Korzeniowski, C. (2015). La educación del futuro: desafíos y oportunidades. Editorial Universitaria.
Diamond, A. (2002). Normal development of prefrontal cortex from birth to young adulthood: Cognitive functions, anatomy, and biochemistry. In D. T. Stuss & R. T. Knight (Eds.), Principles of Frontal Lobe Function (pp. 466-503). Oxford University Press.
Fuster, J. M. (2008). The Prefrontal Cortex. Academic Press.
Giedd, J. N., et al. (1999). Brain development during childhood and adolescence: a longitudinal MRI study. Nature Neuroscience, 2(10), 861-863.
Sowell, E. R., et al. (2003). Mapping cortical change across the human life span. Nature Neuroscience, 6(3), 309-315.
Cypel, S. (2010). Neuropsicología de las funciones ejecutivas. Editorial Médica Panamericana.
Barkley, R. A. (2012). Executive Functions: What They Are, How They Work, and Why They Evolved. Guilford Press.
Anderson, V., et al. (2001). Development of executive functions through late childhood and adolescence in an Australian sample. Developmental Neuropsychology, 20(1), 385-406.
Ylikoski, R., & Hänninen, T. (2003). Executive functions and frontal lobe functions. In P. J. Eslinger (Ed.), Neuropsychological Interventions: Clinical Research and Practice (pp. 101-123). Guilford Press.
Ardila A. On the evolutionary origins of executive functions. Brain Cogn. 2008;68(1):929.
Van Merriënboer JJG, Paas F. Powerful learning and the many faces of instructional design: Towards a framework for the design of powerful learning environments. In: de Corte E, Verschaffel L, Entwistle N, Van Mer riënboerJ, eds. Loeweful Learning Environments: Unraveling Basic Components and Dimensions. Oxford: Elsevier Science; 2003. p. 320.
Ames C. Classroom: Goals, structures, and student motivation. J Educ Psychol. 1992; 84(3):26171.
Rigo DY, Donolo D. Entre pupitres y pizarrones. Retos en educación primaria: el aprendizaje con compromiso. Educ Siglo XXI. 2014; 32(2):5980.
Acaso M. Reduvolution: hacer la revolución en la educación. Buenos Aires: Paidós; 2015.
Ballarini F. REC: Por qué recordamos lo que recordamos y olvidamos lo que olvidamos. Buenos Aires: Sudamericana; 2015.
Rigo DY. Aprender y enseñar a través de imágenes. Desafío educativo. ASRI Arte Soc Rev Invest. 2014;6:19.
Jou GI, Sperb TM. Lectura Comprensiva: Un estudio de intervención. Interam J Psychol. 2009;43(1):1221.
Whitebread D, Basilio M. The emergence and early development of selfregulation in young children. Profesorado. Rev Curr Form Prof. 2012;16(1):1533.
Dawson P, Guare R. Executive skills in children Executive skills in children and adolescents: A practical guide to assessment and intervention. New York: Guilford Press; 2010.
Dawson P, Guare R. Interventions to Promote Executive Development in Children and Adolescents. In: Goldstein S, Naglieri JA, eds. Handbook of Executive Functioning. New York: Springer ScienceBusiness Media; 2014. p. 427554.
Hattie J, Timperley H. The Power of Feedback. Rev Educ Res March. 2007;77(1):81112.
Winne PH, Butler DL. Student cognition in learning from teaching. In: Husen T, Postlewaite T. International encyclopaedia of education. 2nd ed. Oxford: Pergamon; 1994. p. 573845.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2017 Daiana Yamila Rigo, María Laura de la Barrera, Pamela Travaglia
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
