Page 159 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 159
neuroscientific findings concerning education ...
from learning to play an instrument (Bengtsson et al., 2005) to the devel-
opment of arithmetic skills (Rivera, Reiss, Eckert & Menon, 2005), which
cannot solely be attributed to immature knowledge or aptitude. Findings
indicating that different aspects of memory are activated in various emo-
tional contexts (Erk et al., 2003) support the links between emotion and
cognition and give teachers a better understanding of the important role
played by emotions in the learning process. The results of cognitive neu-
roscience research can also provide a better understanding of the roles of
sleep (Maquet, 2000) and nutrition (Ivanovic et al., 2004) in brain develop-
ment and learning, thereby assisting educators when deciding if and how to
integrate such variables into their curricula. Further, neuroscientific find-
ings point to structural (Rotzer et al., 2008) and functional particulari-
ties (Kaufmann & Vogel, 2009) in how the brains of children with specif-
ic learning difficulties function, for example in mathematics (dyscalculia)
or reading (dyslexia). Such research is important for educational work and
planning forms of assistance (interventions) for these children and for the
early detection of learning difficulties.
This article explores some neuroscientific findings about changes in
the brain occurring in adolescence. It presents what happens in the brain
during learning and learning difficulties and suggests some strategies and
implications for teachers’ practice. It focuses on adolescence because this
is the period in which changes to the brain have the biggest effect on stu-
dents’ school work and school behaviour. These structural changes in the
brain affect adolescents’ cognitive and socio-emotional functioning in dif-
ferent ways. Some outcomes of the brain maturing hold implications for the
brain’s functioning, which may be seen in lower levels of attention, self-dis-
cipline, task completion, and emotion regulation. All of these variables in-
fluence academic achievement and school engagement which are them-
selves important preventive factors for ESL (Lan & Lanthier, 2003). Such
structural changes occurring in the brain can exacerbate difficulties with
school work, affect school achievement and be especially hard for lower
achievers and students at high risk for ESL. Understanding that some of
the difficulties they encounter at school may come from development of
the brain might make the latter students decide to remain in school and
thereby prevent ESL. Further, neuroscientific findings also explain how the
brains of students with different learning difficulties function. Given that
students’ learning difficulties often result in lower levels of achievement,
motivation and engagement in school work and that all of these factors
159
from learning to play an instrument (Bengtsson et al., 2005) to the devel-
opment of arithmetic skills (Rivera, Reiss, Eckert & Menon, 2005), which
cannot solely be attributed to immature knowledge or aptitude. Findings
indicating that different aspects of memory are activated in various emo-
tional contexts (Erk et al., 2003) support the links between emotion and
cognition and give teachers a better understanding of the important role
played by emotions in the learning process. The results of cognitive neu-
roscience research can also provide a better understanding of the roles of
sleep (Maquet, 2000) and nutrition (Ivanovic et al., 2004) in brain develop-
ment and learning, thereby assisting educators when deciding if and how to
integrate such variables into their curricula. Further, neuroscientific find-
ings point to structural (Rotzer et al., 2008) and functional particulari-
ties (Kaufmann & Vogel, 2009) in how the brains of children with specif-
ic learning difficulties function, for example in mathematics (dyscalculia)
or reading (dyslexia). Such research is important for educational work and
planning forms of assistance (interventions) for these children and for the
early detection of learning difficulties.
This article explores some neuroscientific findings about changes in
the brain occurring in adolescence. It presents what happens in the brain
during learning and learning difficulties and suggests some strategies and
implications for teachers’ practice. It focuses on adolescence because this
is the period in which changes to the brain have the biggest effect on stu-
dents’ school work and school behaviour. These structural changes in the
brain affect adolescents’ cognitive and socio-emotional functioning in dif-
ferent ways. Some outcomes of the brain maturing hold implications for the
brain’s functioning, which may be seen in lower levels of attention, self-dis-
cipline, task completion, and emotion regulation. All of these variables in-
fluence academic achievement and school engagement which are them-
selves important preventive factors for ESL (Lan & Lanthier, 2003). Such
structural changes occurring in the brain can exacerbate difficulties with
school work, affect school achievement and be especially hard for lower
achievers and students at high risk for ESL. Understanding that some of
the difficulties they encounter at school may come from development of
the brain might make the latter students decide to remain in school and
thereby prevent ESL. Further, neuroscientific findings also explain how the
brains of students with different learning difficulties function. Given that
students’ learning difficulties often result in lower levels of achievement,
motivation and engagement in school work and that all of these factors
159
