Pedagogical Diversity For the Brain DOI Creative Commons
Magali Luci Pinto,

José Ricardo Nunes de Macedo,

Margarete Ligia Pinto Vieira

и другие.

Revista de Gestão Social e Ambiental, Год журнала: 2025, Номер 19(3), С. e011527 - e011527

Опубликована: Март 24, 2025

Objective: This study aims to investigate the extent which pedagogical diversity contributes learning consolidation by analyzing interaction between neurobiological, motivational, and environmental factors in knowledge retention. Theoretical Framework: Pedagogical strategies environment plays a crucial role acquisition solidification of learning, considering uniqueness each individual. However, balancing novelty repetition is essential for brain organize consolidate learning. The learns effectively when challenged novelty, but it also requires memorize reinforce what has been learned. While motivates explore new connections, strengthening transforming into something more lasting automatic. Method: adopted qualitative approach based on literature review. Sources such as scientific articles education neuroscience were analyzed describe or discuss findings related researched topic. Results Discussion: nderstanding neurological mechanisms involved process from interest retrieving learned content necessary fundamental both teachers learners. alone does not guarantee consolidation. For be durably established, follow path that involves habituation sensitization training, allowing neural connections reinforced integrated cognitive repertoire. Thus, found acts catalyst combined with promote retention applicability. Research Implications: Certain considerations analysis improvement are projected contemporary teaching, structure concepts outlined authors reference works addressing topic under discussion. Originality Value: encourages reflection relevance different environments, alongside selection favor neuroplasticity, motivation, consolidation, ultimately contributing formation capable individuals.

Язык: Английский

Pedagogical Diversity For the Brain DOI Creative Commons
Magali Luci Pinto,

José Ricardo Nunes de Macedo,

Margarete Ligia Pinto Vieira

и другие.

Revista de Gestão Social e Ambiental, Год журнала: 2025, Номер 19(3), С. e011527 - e011527

Опубликована: Март 24, 2025

Objective: This study aims to investigate the extent which pedagogical diversity contributes learning consolidation by analyzing interaction between neurobiological, motivational, and environmental factors in knowledge retention. Theoretical Framework: Pedagogical strategies environment plays a crucial role acquisition solidification of learning, considering uniqueness each individual. However, balancing novelty repetition is essential for brain organize consolidate learning. The learns effectively when challenged novelty, but it also requires memorize reinforce what has been learned. While motivates explore new connections, strengthening transforming into something more lasting automatic. Method: adopted qualitative approach based on literature review. Sources such as scientific articles education neuroscience were analyzed describe or discuss findings related researched topic. Results Discussion: nderstanding neurological mechanisms involved process from interest retrieving learned content necessary fundamental both teachers learners. alone does not guarantee consolidation. For be durably established, follow path that involves habituation sensitization training, allowing neural connections reinforced integrated cognitive repertoire. Thus, found acts catalyst combined with promote retention applicability. Research Implications: Certain considerations analysis improvement are projected contemporary teaching, structure concepts outlined authors reference works addressing topic under discussion. Originality Value: encourages reflection relevance different environments, alongside selection favor neuroplasticity, motivation, consolidation, ultimately contributing formation capable individuals.

Язык: Английский

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