The most
recent publications in the world
of pedagogy very
closely espouse the student-centred paradigm.
For example, many
of them suggest
an active
role for students
in order to favour the construction of knowledge. However, few of these publications have
dealt with the neurobiological processes that underlie all learning. The latest
developments in Neuroscience suggest that when
information is emotionally charged,
it is more
easily stored in
memory. The
affective component in class
could therefore have implications for learning
by acting not only on self-esteem and perception of
one’s ability to succeed, but more directly on strengthening the memorization
process. We
could then think that, together with recent knowledge developed in
the context of
student-centred learning, the
information-emotion connection could
further improve students’ retention of knowledge.
Since the
appearance of this
paradigm, teachers have now added to
their function
of being masters of their disciplines, that of being organizers of learning situations.
In view of
the new scientific
breakthroughs discussed here,
we could think of adding a
third function: teachers could offer
knowledge with an emotional tone.
By doing so, they
would make it
easier for students
to convert information
into knowledge and then into memory. Who knows? The inclusion of an
emotional charge during the construction of
knowledge might allow students to remember as easily as they can recall
the first time they fell in love. (Written by Dave Bélaner, 2013)
Here there is a video of students from group ESO 2B writing the lyrics of John Lennon's song on the blackboard, after having read them on a paper.
Cap comentari:
Publica un comentari a l'entrada