Aprendiendo de Nuestro Cerebro Cómo Aprender

  1. Lilia Mestas Hernández 1
  2. Fernando Gordillo León 2
  1. 1 Universidad Nacional Autónoma de México
    info

    Universidad Nacional Autónoma de México

    Ciudad de México, México

    ROR https://ror.org/01tmp8f25

  2. 2 Universidad Camilo José Cela
    info

    Universidad Camilo José Cela

    Villanueva de la Cañada, España

    ROR https://ror.org/03f6h9044

Revista:
Revista Neuropsicología, Neuropsiquiatría y Neurociencias

ISSN: 0124-1265

Año de publicación: 2021

Volumen: 21

Número: 1

Páginas: 25-42

Tipo: Artículo

GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista Neuropsicología, Neuropsiquiatría y Neurociencias

Resumen

En las últimas décadas las tecnologías aplicadas al ámbito educativo han permitido incrementar la motivación y el rendimiento académico de los alumnos. Sin embargo, hasta la fecha no queda claro cómo los procedimientos utilizados han permitido estas mejoras, porque no se han analizado en profundidad sus efectos sobre el procesamiento de la información. Recientes investigaciones informan que estos efectos podrían explicarse porque las estrategias utilizadas simularían y, por lo tanto, facilitarían el propio funcionamiento del cerebro. En esta revisión narrativa se profundiza en este punto, en paradigmas concretos como los mapas conceptuales, la repetición, el aprendizaje basado en problemas y la realidad aumentada. En todos ellos se observa que los beneficios sobre el aprendizaje derivan de una superposición de funciones; es decir, de una “imitación” en los procesos educativos del funcionamiento de las estructuras cerebrales que procesan la información, que en último término potencian las conexiones sinápticas incrementando los niveles de neurotransmisores como la dopamina y la acetilcolina, y favoreciendo los procesos de almacenamiento de la información. Se debería profundizar en todos estos aspectos con el objetivo de crear un modelo educativo que favorezca el rendimiento de los alumnos a través de la simbiosis funcional entre educación y neuropsicología.

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