Artykuły w czasopismach: „Brain-based teaching strategies”

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Doolen, Jessica. "Embracing Brain-Based Teaching and Learning Strategies". Clinical Simulation in Nursing 10, nr 10 (październik 2014): 491–93. http://dx.doi.org/10.1016/j.ecns.2014.08.002.

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Oh, Jina, Shin-Keong Kim, Kyung-Ah Kang, Sung-Hee Kim, Heyrin Roh i Jennie C. De Gagne. "Brain-based Teaching Strategies for Nurse Educators: An Integrative Review". Journal of Korean Academic Society of Nursing Education 20, nr 4 (30.11.2014): 617–27. http://dx.doi.org/10.5977/jkasne.2014.20.4.617.

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Coffman, Teresa L., i Mary Beth Klinger. "Collaboration and Communication in the Online Classroom through a Brain-Based Approach". International Journal of Information Communication Technologies and Human Development 6, nr 3 (lipiec 2014): 42–52. http://dx.doi.org/10.4018/ijicthd.2014070104.

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Utilizing brain-based learning strategies in the classroom encourages the creation of learning environments that are inviting, engaging, and meaningful. Information and communication technologies used in online classes can be enhanced and made more meaningful for students by applying a brain-based approach. This paper examines the use of brain-based learning in an online environment to build an inviting and collaborative cultural experience for learners. A brain-based model is explored to illustrate effective teaching strategies that can be implemented in an online learning environment. Empirical research and analysis are presented in a research study along with a theoretical evaluation of how incorporating brain-based strategies in online learning can positively affect overall student development and online culture.

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MacNabb, Carrie, Lee Schmitt, Michael Michlin, Ilene Harris, Larry Thomas, David Chittendon, Timothy J. Ebner i Janet M. Dubinsky. "Neuroscience in Middle Schools: A Professional Development and Resource Program That Models Inquiry-based Strategies and Engages Teachers in Classroom Implementation". CBE—Life Sciences Education 5, nr 2 (czerwiec 2006): 144–57. http://dx.doi.org/10.1187/cbe.05-08-0109.

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The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5–8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU, a teacher professional development institute; Explain Your Brain Assembly and Exhibit Stations, multimedia large-group presentation and hands-on activities designed to stimulate student thinking about the brain; Class Activities, in-depth inquiry-based investigations; and Brain Trunks, materials and resources related to class activities. Formal evaluation of the program indicated that teacher neuroscience knowledge, self-confidence, and use of inquiry-based strategies and neuroscience in their classrooms have increased. Participating teachers increased the time spent teaching neuroscience and devoted more time to “inquiry-based” teaching versus “lecture-based teaching.” Teachers appreciated in-depth discussions of pedagogy and science and opportunities for collegial interactions with world-class researchers. Student interest in the brain and in science increased. Since attending BrainU, participating teachers have reported increased enthusiasm about teaching and have become local neuroscience experts within their school communities.

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Mendez Aguilera, Pedro Julio, Italo Rigoberto Carabajo Romero i Ketty Zoraida Vergara Mendoza. "Neuroscience in the teaching of English". Pro Sciences: Revista de Producción, Ciencias e Investigación 2, nr 13 (30.08.2018): 3–10. http://dx.doi.org/10.29018/issn.2588-1000vol2iss13.2018pp3-10.

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This study seeks to give an approximation to the role of the use of neuroscience in the teaching of the English language, to create educational resources to a language with a communicative approach teaching and reflecting on the implementation of methodological strategies congruent to modern education, is made a revision to new contributions in the pedagogical field, which include neural studies to see more closely how it develops and mature central nervous system and the brain, so now that the emphasis on learning a foreign language has become popular in recent decades, arduous way seeks to methodological strategies and activities to enhance their learning, which in this study proposes the use of six teaching strategies based on knowledge of how the brain, which are a contribution to reduce the educational gap between the old and the new school.I conducted this study is with teachers of English from the University of Agraria del Ecuador. The correlational descriptive method is used and as results were obtained that the relationship between the studied variables is positive.

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Kim, Yong-Seong, Jin-Su Jeong i Chan-Ung Park. "Search for Observational Teaching Strategies of Students with Intellectual disability based on Brain Science Theory". Journal of special education : theory and practice 18, nr 2 (30.04.2017): 105–23. http://dx.doi.org/10.19049/jsped.2017.18.2.06.

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Smith, Sara. "Using Action Research to Evaluate the use of Brain Based Teaching Strategies in the Classroom". International Journal of Learning: Annual Review 12, nr 9 (2007): 121–26. http://dx.doi.org/10.18848/1447-9494/cgp/v13i09/45052.

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Meinawati, Euis. "PERSEPSI DOSEN TERHADAP PENGEMBANGAN MATERI AJAR MENULIS AKADEMIK BAHASA INGGRIS BERBASIS BRAIN-FRIENDLY STRATEGIES [TEACHERS' PERCEPTIONS OF AN ENGLISH ACADEMIC WRITING MATERIAL MODEL BASED ON BRAIN-FRIENDLY STRATEGIES]". Polyglot: Jurnal Ilmiah 15, nr 2 (24.08.2019): 270. http://dx.doi.org/10.19166/pji.v15i2.1682.

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The purpose of this study was to identify teachers’ perceptions of an English academic writing teaching material model based on brain-friendly strategies. The research method used was qualitative. The process of collecting data was interviews and questionnaires. The research findings indicated that the material model of English academic writing was effective and matched teachers' perceptions that it fulfilled the learning needs. This could be seen in the percentage of teachers’ questionnaires. They thought that the teaching material was appropriate for the students’ needs context and the global challenges of their program of study.BAHASA INDONESIA ABSTRAK: Tujuan dari penelitian ini adalah untuk mengidentifikasi persepsi dosen terhadap model materi ajar menulis akademik bahasa Inggris berbasis brain-friendly strategies. Metode penelitian menggunakan kualitatif. Proses pengumpulan data menggunakan wawancara dan kuesioner. Hasil kajian menunjukkan bahwa model materi ajar menulis akademik bahasa Inggris berbasis brain-friendly strategies efektif. Efektifitas tersebut terlihat pada presentase yang cukup baik dari dosen. Menurut para dosen materi ajar yang telah dirancang sesuai dengan konteks pembelajaran menulis akademik bahasa Inggris dikelas dan tantangan global saat ini. Dengan demikian, model materi ajar bisa diterapkan pada program studi Manufaktur.

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Willis, Judy. "Review of Research: Brain-Based Teaching Strategies for Improving Students' Memory, Learning, and Test-Taking Success". Childhood Education 83, nr 5 (sierpień 2007): 310–15. http://dx.doi.org/10.1080/00094056.2007.10522940.

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Alava, Estrella Espinar, i María Elena Moya Martinez. "Impact of teaching-learning process for brain". International journal of health sciences 3, nr 1 (30.04.2019): 33–40. http://dx.doi.org/10.29332/ijhs.v3n1.304.

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This research has based on a theoretical review of the knowledge about the topics, the importance of the brain and its learning styles, which some theorists propose, whose interests and publications focus on the importance of the brain for learning. The purpose was to demonstrate, the impact of these topics on the teaching-learning process and the problems. That arise around them, as well as topics on the need to incorporate flexible models that take into account the diversity of human thought. Develop capacities taking into account the particularities of the student, attention should be paid, manipulate methodological strategies and resources that respond to the different learning styles and systems proposed in this article, so that the teaching of all students benefits, according to their progressive period, level of development and educational needs, without separating them from their environment or context in which they operate. It shows how the brain influences learning, so that knowledge has strengthened in a humanistic way. The objective is to potentiate teaching and learning, to achieve a better academic performance, which seeks to offer significant experiences to adapt to the new demands of the society of the 21st century.

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A. Ayantoye, Catherine, Samuel O. Olaoluwa, Mari Caballero, Sonja Ezell i Kelly O’Neal Hixson. "Application of Brain-Based Teaching Strategies on Academic Performance of Children with Attention Deficit Hyperactivity Disorder (ADHD) In Mathematics". World Journal of Educational Research 7, nr 1 (10.02.2020): p146. http://dx.doi.org/10.22158/wjer.v7n1p146.

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This study examined application of Brain-based Teaching Strategies on academic performance of children with ADHD in Mathematics. Gender and Mathematics anxiety level were introduced as moderator variables. A pre-test, post-test, control group experimental design was employed for this study. Two groups were involved (experimental and control groups). The experimental group was exposed to the application of Brain-based Teaching Strategies while the control group was exposed to the conventional method. Two instruments were used (i) Achievement Test in Mathematics (ATM) (r = 0.83) and (ii) Mathematics Anxiety Rating Scale (MARS) (r = 0.80). Data obtained were analyzed using descriptive statistics of means scores and standard deviations to explain and compare pretest and posttest mean scores of the experimental and control groups in all the criteria measured. Inferential statistics of Analysis of covariance (ANCOVA) was used to test the hypotheses and estimate the impacts of various factors on the dependent variables. Treatment was more effective at improving children with ADHD attitude to mathematics than the conventional method. Findings indicated significant improvement on children’s attention span resulting from taking cognizance of “prime times” in the teaching-learning episode. Also, tension that is normally associated with the teaching-learning process of mathematics was significantly reduced.

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Orengwu Okatahi, Angela, Hosea Abalaka Apeh i Omolara Ayoka Iyiegbuniwe. "Effect of Brain-Based Learning Strategies on Secondary School Students’ Academic Achievement in Federal Capital Territory, Abuja, Nigeria". EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, nr 3 (27.12.2020): 145–56. http://dx.doi.org/10.46606/eajess2020v01i03.0053.

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The study was on the effect Brain-Based Learning Strategies on the academic achievement of secondary school students in Abuja, Nigeria. The pretest post-test Quasi Experimental Research design was used with a sample of 142 Senior Secondary School Students drawn from two schools. Two intact classes were randomly selected from each school. Data for the study was sourced using the Economics Achievement Test (EAT). The hypothesis was tested at a significant level of 0.05 using ANCOVA. The findings revealed a significant difference in the academic achievement with mean difference of 15.82 in favor of the Experimental Group. The study concluded that Brain-based learning strategies have significant effect on students’ academic achievement as the result indicated that the effect of the treatment, (brain-based learning strategy) was significantly positive on students’ academic achievement in Economics. The study recommended that teachers should adopt the Brain-based learning strategies in teaching Economics by providing a relaxed environment with low threat, good nutrition, physical exercise, movement, drama, drinking of water before and during lessons.

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Pilcher, Jobeth. "Education and Learning: What’s on the Horizon?" Neonatal Network 33, nr 1 (2013): 24–28. http://dx.doi.org/10.1891/0730-0832.33.1.24.

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Numerous organizations have called for significant changes in education for health care professionals. The call has included the need to incorporate evidence-based as well as innovative strategies. Previous articles in this column have focused primarily on evidence-based teaching strategies, including concept mapping, brain-based learning strategies, methods of competency assessment, and so forth. This article shifts the focus to new ways of thinking about knowledge and education. The article will also introduce evolving, innovative, less commonly used learning strategies and provide a peek into the future of learning.

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H. A., Apeh,, Gidado, B. K. i Iyiegbuniwe, O. A. "Effects of Brain-Based Learning Strategies on Secondary School Students’ Attitude to Learning in Federal Capital Territory, Abuja, Nigeria". Sustainability in Environment 6, nr 1 (15.12.2020): p19. http://dx.doi.org/10.22158/se.v6n1p19.

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The study was carried out to find out whether Brain-Based Learning Strategies had any effect senior secondary school students’ attitude to learning in the Federal Capital Territory, Abuja. A pre-test post-test Quasi Experimental Research design was used with a sample size of 142 Senior Secondary School Students (S.S.S 1) drawn from two Senior Secondary Schools in the Abuja Municipal Area Council. Two intact classes were used; one class drawn from each of the schools, the classes were assigned to Groups using a Lucky Dip. With 70 students constituted in the Experimental Group and 72 in the Control Group. The Student Attitude Scale (SAS) was used to collect data for the study. All hypotheses were tested at a significant level of 0.05 using t-test. Findings revealed a significant difference in Students Attitude to learning with a mean difference of 0.59 in favor of the Experimental Group. However, no significant difference was observed in Students Attitude to learning in the Experimental Group based on gender. It was recommended that teachers should adopt the Brain-based learning strategies in teaching Economics in Senior Secondary Schools. In addition, since the teaching pedagogy is Gender-fair, it should be implemented in all schools irrespective of learners’ gender.

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Ghrmay, Tewelde Mezgobo. "Teaching and the human brain: strategic interventions in curriculum redesign for mba program in mekelle university, ethiopia". Journal of Management and Science 8, nr 1 (30.06.2018): 76–87. http://dx.doi.org/10.26524/jms.2018.7.

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The report is a proposal for strategic interventions in the curriculum of the MBA program in Mekelle University. Based on my experience in the university and its strategic documents and findings, although there have been reform programs in the university, of which curriculum redesign is one element, there are strategic issues that are still major concerns challenging the attainment of its mission and strategic objectives. To address strategic issues related to curriculum, based on the basic principles of the mind and the theories of learning and their implications for instructional curriculum design the report presented the interventions, rational and examples of the strategies in designing a curriculum for the MBA program in the university. In doing so, although the comprehensive description of the neurological findings that have implications for the design of instructional strategies and curriculum is beyond the scope of the study, it summarized some of the findings that will help as a background in proposing strategic interventions in the MBA curriculum. Accordingly, first the major neurological findings regarding how the human brain works have been briefly presented. Then the general theories of learning that will have a profound impact on curriculum design taking Caine and Caine (1991) principles of brain based learning have been summarized. And finally, based on our understanding of the basic principles of the mind and the theories of learning and their implications for instructional curriculum design the report presented the interventions, rational and examples of the strategies in designing a curriculum for the MBA program in the university.

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Moreno-Delacruz, Jhonatan Alexander, Isabel Cristina Rivera-Lozada i Oriana Rivera-Lozada. "Research in the Classroom: The Teaching of Economics and Gamification". International Journal of Emerging Technologies in Learning (iJET) 16, nr 16 (23.08.2021): 131. http://dx.doi.org/10.3991/ijet.v16i16.23479.

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This paper presents the preliminary results of a proposal to facilitate the understanding of concepts and the logic of economy in university students who are not enrolled in the academic program of economics. This proposal is based on the simulation game called Strategies and Markets in Economics (Estrategias y Mercados en Economía – EMERCO), which resulted from a research process in the classroom. The methodology has a qualitative approach and a descriptive type, with an exploratory scope. This study shows the functioning of the game, the selection of the team according to mentality type and brain dominance, in accordance with the Herrmann Brain Dominance Instrument. The game has novel elements in its structure by bringing the real functioning of a market to the classroom, achieving better results in regard to grades and in the assimilation of the contents in introductory classes and fundamentals of economics in higher education.

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Takeuchi, Naoyuki, i Shin-Ichi Izumi. "Motor Learning Based on Oscillatory Brain Activity Using Transcranial Alternating Current Stimulation: A Review". Brain Sciences 11, nr 8 (20.08.2021): 1095. http://dx.doi.org/10.3390/brainsci11081095.

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Developing effective tools and strategies to promote motor learning is a high-priority scientific and clinical goal. In particular, motor-related areas have been investigated as potential targets to facilitate motor learning by noninvasive brain stimulation (NIBS). In addition to shedding light on the relationship between motor function and oscillatory brain activity, transcranial alternating current stimulation (tACS), which can noninvasively entrain oscillatory brain activity and modulate oscillatory brain communication, has attracted attention as a possible technique to promote motor learning. This review focuses on the use of tACS to enhance motor learning through the manipulation of oscillatory brain activity and its potential clinical applications. We discuss a potential tACS–based approach to ameliorate motor deficits by correcting abnormal oscillatory brain activity and promoting appropriate oscillatory communication in patients after stroke or with Parkinson’s disease. Interpersonal tACS approaches to manipulate intra- and inter-brain communication may result in pro-social effects and could promote the teaching–learning process during rehabilitation sessions with a therapist. The approach of re-establishing oscillatory brain communication through tACS could be effective for motor recovery and might eventually drive the design of new neurorehabilitation approaches based on motor learning.

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Jazariyah, Jazariyah. "Signifikansi Brain Based Learning Pendidikan Anak Usia Dini". Nadwa 11, nr 1 (10.06.2017): 01. http://dx.doi.org/10.21580/nw.2017.11.1.982.

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This study based on the reality of learning in the early childhood level and the system has not noticed the potential of the brain learners. The potential and the working system of the brain is very important in early childhood. This paper aims to reveal the importance of brain-based learning in Early Childhood Education (ECD). The problem in this study are what the nature of early childhood education and how to use the potential and work system of the brain in early childhood learning. This study used library research. From the discussion showed that the brain-based learning was important for use in teaching and learning of young children. One of aplication, brain-based learning use quantum learning by optimizing learning with active learning strategies so that potential students can be optimized. This research had contribution to brain based learning Abstrak Kajian ini dilatarbelakangi oleh realitas masih adanya pembelajaran di jenjang PAUD yang belum memperhatikan potensi dan system kerja otak peserta didik. Padahal potensi dan system kerja otak sangat penting dalam pembalajaran di PAUD. Tulisan ini bertujuan untuk mengungkapkan pentingnya brain based learning pada Pendidikan Anak Usia Dini (PAUD). Rumusan masalah pada kajian ini adalah seperti apa hakikat Pendidikan Anak Usia Dini dan bagaimana penggunaan potensi dan system kerja otak dalam pembelajaran anak usia dini. Penelitian ini menggunakan metode library research Dari hasil pembahasan menunjukkan bahwa brain based learning penting untuk digunakan dalam proses belajar mengajar anak usia dini. Salah satu pelaksanaan pembelajaran berbasis otak ini dapat menggunakan pembelajaran quantum dengan mengoptimalkan pembelajaran dengan strategi pembelajaran aktif sehingga potensi anak didik dapat dioptimalkan. Penelitian ini memiliki kontribusi pada pembelajaran berbasis otak.

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Bogan, Jeffrey, i Pam Hartley. "A Developmental and Functional Approach Towards Students with Brain Injuries". Australian Educational and Developmental Psychologist 9, nr 1 (maj 1992): 28–36. http://dx.doi.org/10.1017/s0816512200026560.

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ABSTRACTChildren who suffer traumatic brain injury frequently experience difficulties in those behaviours represented as “executive” or prefrontal lobe functioning. In an educational setting these may involve disorganisation, difficulty moving from one activity to another, following rules, and staying on task to complete activities. Return to school involves a three-phase process: (1) an assessment period where school is viewed as a vehicle for stability; (2) modification of the school environment; and (3) student strategies. For the assessment phase, checklists are based on neurobehavioural sequelae of brain injuries in children and classified according to functional categories of Personal/Social, Work Habits, and Cognitive/Communicative behaviours. These are used to generate teaching and learning strategies for the second and third phases. One approach presently under trial is the development of executive skill training involving student plans. Student plans provide a framework for training students to generalise from one activity to another. Recent research provides some promise for the efficacy of this approach. The challenge to those working in rehabilitation of students with brain injuries, particularly where the frontal lobes are implicated, is to develop a process where students can recognise there is a problem, apply strategies across settings, unprompted, and monitor their performance. These are the very dysexecutive behaviours typical of students with brain injuries.

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ZAKOUR, Naziha. "EFFECTIVENESS OF BRAIN-BASED LEARNING STRATEGIES AND LEARN GRAMMER IN MIDDLE LEVEL SCHOOL (MIND MAPPING STRATEGY MODEL)". International Journal of Humanities and Educational Research 03, nr 04 (1.08.2021): 138–47. http://dx.doi.org/10.47832/2757-5403.4-3.13.

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Since the beginning of the twentieth century, especially at the beginning of the last decade of it the efforts of specialists and researchers in the field of education in general and in some other scientific branches relevant to language teaching in particular began as psychology, knowledge psychology and linguistics in both general and applied branches all these sciences strive to raise the level of education as well as learning so that they work to develop theories, methods and learning strategies in order to achieve the best results in education. The emergence of brain-based learning has been instrumental in illuminating how the brain works in its right and left hemispheres, which allows understanding of the work of the educated brain and the exploitation of its abilities and guidance to serve its educational interests, this has prompted researchers and theorists to focus on employing learning strategies that are compatible with the work of the human brain and to urge the need for them to be included in educational curricula as a refuge for both the teacher and the learner, In recent years, such strategies have become apparent in the Algerian school's educational milieu ; Reliance was placed on these active strategies to increase learning and hold the learner's hand to discover and make the best use of his or her mental abilities. In this paper , she follows a mind mapping strategy to answer a problem: How effective is a mind mapping strategy in bringing understanding and achievement closer to the learner in the subject of grammar for the intermediate third year(model) to underscore the importance of psychology strategy especially as it is one of the most important strategies which correspond to habits of mind of a learner who can use the most appropriate type of habit of mind to solve the learning problem in front of him the objective of this research paper is to encourage both the teacher and the learner to benefit from the mind mapping strategy and to realize the importance of the research on the functioning of the human brain and how it organizes the information for optimal use in the educational process.

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Madkour, Magda. "The Integration of Project-Based Methodology into Teaching in Machine Translation". International Education Studies 9, nr 3 (25.02.2016): 167. http://dx.doi.org/10.5539/ies.v9n3p167.

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This quantitative-qualitative analytical research aimed at investigating the effect of integrating project-based teaching methodology into teaching machine translation on students’ performance. Data was collected from the graduate students in the College of Languages and Translation, at Imam Muhammad Ibn Saud Islamic University, Riyadh, Saudi Arabia. Quantitative data instruments included a Likert scale questionnaire, students’ exam results, and students’ assignments. Qualitative data was gathered using two groups, of 20 students each, from the same research population to explore the effectiveness of project-based teaching methodology. The first group of participants was taught for one semester using traditional teaching methods that depended on direct instruction and memorization of information while the second group of participants was involved in creative projects about various topics on machine translation. Content analysis was conducted to evaluate the participants’ projects. A comparison of the two groups’ final exam results and assignments was made to provide statistical evidence regarding the impact of project-based teaching approach on students’ performance. The discussions of this research include topics on theories and systems of machine translation, the concepts of localization and hybridization, project-based teaching methodologies, and educational technology. The recommendations emphasize the importance of adopting brain-based strategies such as project-based techniques in teaching machine translation, providing professional development programs on using cognitive teaching approaches, and equipping translation laboratories with most recent technologies. The significance of this research derives from being a contribution in three specific areas: integrating education research into teaching machine translation to motivate students to improve their performance; employing educational technology to bridge the gap between theories and practice of machine translation; providing an implementation of creative teaching in machine translation through presenting students’ creative projects. The integrative teaching model, which the researcher presented in this research, is a new approach for solving students’ problems in machine translation.

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양수영. "Implementation of the teaching-learning strategies based on the brain science research for pre-service teachers and a meta-analysis on the effects". Korean Journal of Early Childhood Education 36, nr 3 (czerwiec 2016): 23–48. http://dx.doi.org/10.18023/kjece.2016.36.3.002.

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Barbosa, Edwin Y. "A Neurodidactic Model for Teaching Elementary EFL Students in a College Context". English Language Teaching 14, nr 3 (25.02.2021): 42. http://dx.doi.org/10.5539/elt.v14n3p42.

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The purpose of this study was to propose a neurodidactic model for the development of primary communication skills in 1st year students of English as a Foreign Language at the University of Pamplona. Conceptually, the variables were supported upon relevant educational theories, language acquisition theoretical constructs and recent neuroeducational tenets. This was a descriptive, explanatory field, and projective research, which used a non-experimental cross-sectional design. 102 students formed the population, while the sample was randomly and representatively conformed by 62 individuals. The data collection instrument consisted of a modified Likert scale survey with 45 items. As for the reliability and validity, they were determined by expert judgment, discriminant analysis by item, as well as Cronbach's α reliability coefficient of 0.873 for the first and through a pilot test of 20 individuals; the second being a coefficient of 0.880. The results indicated an averagely high didactic methodology against a very high neurodidactic methodology, obtaining a relationship between the two approaches that endorses the implementation of brain-based strategies to enhance the learning of a foreign language.

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Brandišauskienė, Agnė, Aušra Daugirdienė, Jūratė Česnavičienė i Ramutė Bruzgelevičienė. "Exiting from the Low Learning Achievement: Neurodidactic Insights". Acta Paedagogica Vilnensia 44 (1.09.2020): 99–113. http://dx.doi.org/10.15388/actpaed.44.7.

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Lithuanian schools face the challenge of low learning achievement. International and national studies show that the results of Lithuanian school students are not tantamount. There are significant differences among different groups: between boys and girls, between students from different social–economic–cultural backgrounds, different types of localities (cities, towns or rural areas), as well as learners of different languages (Lithuanian, Russian, Polish) (Lithuania. National and Regional Education 2019. Student Achievement Gap). It is clear that the spectrum of factors influencing achievement is wide-ranging, from decisions made by students themselves, the teachers, or the schools, to the ones made in the wider settings or (context) or by municipalities. They all demand scientific discussion, but in this article we focus on the organisation of the teaching/learning process in the neurodidactic context.The work is based on theoretical insights, the core of which is neuroactivation in the learning process as one of the fundamental elements of good teaching and successful learning. In striving for quick, yet not always successful, learning achievement, we do not engage students in an in-depth learning process. Therefore, we fail to arouse interest in the subject taught; the students’ acquired knowledge is not preserved for long and is not used when necessary. By focusing on the teaching/learning process, we can lay the foundations for positive change at the neural level.Searching for the causes of low learning achievement and ways to overcome them, it is important to refer to the findings of contemporary studies concerning the connections between teaching and learning processes with the neuro-structure of children’s brains. A reciprocal connection was identified when learning changes the architecture (structure) of the brain, which in turn affects learning and attaches particular importance to the teacher’s work. It is its nature that can influence how the neuro-structure of the student’s brain changes at the cellular level. Therefore, it is important to consider aspects related to the student’s brain activity in the teaching process, namely excitation, awareness, memory and information transfer. In this respect, it makes sense to continue the research and to conceptually discuss the educational dimension and teaching/learning strategies when working with low achievers.

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Amin, Nurtaqwa. "Right Brain Empowerment in the Learning Process within the Classroom through the Hypnotic Language Transformation Pattern". Tamaddun 18, nr 1 (27.06.2019): 25–32. http://dx.doi.org/10.33096/tamaddun.v18i1.25.

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The language approach pattern is one of the most important strategies in the process of transforming learning material in the classroom, because a learning material can be accepted and understood well and is easier for learners to rely heavily on the techniques of using spoken language in transferring knowledge. Based on this, this study uses a hypnotic language pattern approach (transformation pattern "HL to students. Therefore, the problem in this study is how the form and effectiveness of the" HL "transformation approach pattern in classroom learning interactions. reveals the achievement of learning effectiveness through the hypnotic language pattern transformation approach. The results are expected to make a positive contribution to the development of learning methods and strategies and the development of linguistics in using the "HL" (persuasive) transformation pattern which is one of the strategic techniques in empowering the right brain so that students It is easier to understand and enjoy following the learning material. Thus the learning strategy is considered effective. Evidence of effectiveness in learning is shown by research results with a percentage of 100 percent / modules / teaching materials "HLP" approach in learning.

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Бучацька, Світлана. "Psychological Foundations of Mind Mapping Strategies". East European Journal of Psycholinguistics 3, nr 1 (30.06.2016): 34–44. http://dx.doi.org/10.29038/eejpl.2016.3.1.buc.

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The present study investigates psychological foundations of mind mapping as one of the relevant tools in teaching and learning process. A Mind Map, the modern approach implemented and developed by Tony Buzan is viewed as a visual diagram used to record and organise information in a way which the brain finds captivating and easy to process. It is based on the conception of radial tree, diagramming key words in a colorful, radiant, tree-like structure. The study focuses on the theoretical analysis of brain’s as well as cerebral hemispheres’ functioning aiming to explain the claimed increased effectiveness of mind mapping over other forms of learning, understanding, remembering and performing. Much attention is devoted to the benefits and challenges of using mind maps. Thus, some sufficient mind mapping strategies for English teachers which can be effectively used in the classroom have been presented. The research confirms that mind mapping is a beneficial learning tool to help students brainstorm any topic and think creatively. It is a powerful way for students to reach high levels of cognitive performance. References Abi-El-Mona, I., & Ad-El-Khalick, F (2008). The Influence of Mind Mapping on Eighth Graders' Science Achievement. School Science and Mathematics, 108, 298-312. Buchatska, S. (2015). Anxiety factors of students’ emotional disposition to professional communication in foreign languages. East European Journal of Psycholinguistics. 2(1), 3–10. Buzan, T. and Buzan, B. (1993). The mind map book: How to use radiant thinking to maximize your brains untapped potential. Dutton. Buzan, T., & Buzan, B. (2010). The Mind Map Book. Unlock your creativity, boost your memory, change your life. Harlow, England: Pearson. Cunningham, W. A., Raye, C. L., & Johnson, M. K. (2005). Neural correlates of evaluation associated with promotion and prevention regulatory focus. Cognitive, Affective, & Behavioral Neuroscience, 5, 202-211. Farrand, P., Hussain, F., & Hennessey, E. (2002). The efficacy of the ‘mind map' study technique. Medical Education, 36, 426-431. Gardner, H. (1993). Multiple Intelligences. New York: Basic Books. Novak, J. D., & Cañas, A.J. (2008). The Theory Underlying Concept Maps and How to Construct and Use Them. Institute for Human and Machine Cognition. Pensacola Fl. Retrieved from http://www.ihmc.us. Paivio, A. (1971). Imagery and Verbal Processes. New York: Holt, Rinehart and Winston. (Republished in 1979 – Hillsdale, NJ: Erlbaum.) Yates, F.A. (1966). The Art of Memory. London: Routledge and Kegan Paul.

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Nijs, Jo, Kelly Ickmans, David Beckwée i Laurence Leysen. "Behavioral Graded Activity+ (BGA+) for Osteoarthritis: A Paradigm Shift from Disease-Based Treatment to Personalized Activity Self-Management". Journal of Clinical Medicine 9, nr 6 (9.06.2020): 1793. http://dx.doi.org/10.3390/jcm9061793.

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Three promising directions for improving care for osteoarthritis (OA) include novel education strategies to target unhelpful illness and treatment beliefs; methods to enhance the efficacy of exercise interventions; and innovative, brain-directed treatments. Here we explain that each of those three promising directions can be combined through a paradigm-shift from disease-based treatments to personalized activity self-management for patients with OA. Behavioral graded activity (BGA) accounts for the current understanding of OA and OA pain and allows a paradigm shift from a disease-based treatment to personalized activity self-management for patients with OA. To account for the implementation barriers of BGA, we propose adding pain neuroscience education to BGA (referred to as BGA+). Rather than focusing on the biomedical (and biomechanical) disease characteristics of OA, pain neuroscience education implies teaching people about the underlying biopsychosocial mechanisms of pain. To account for the lack of studies showing that BGA is “safe” with respect to disease activity and the inflammatory nature of OA patients, a trial exploring the effects of BGA+ on the markers of inflammation is needed. Such a trial could clear the path for the required paradigm shift in the management of OA (pain) and would allow workforce capacity building that de-emphasizes biomedical management for OA.

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Rahal, Tofi, i David Palfreyman. "Assessing Learning Styles of Students at Zayed University". Learning and Teaching in Higher Education: Gulf Perspectives 6, nr 2 (1.12.2009): 2–35. http://dx.doi.org/10.18538/lthe.v6.n2.03.

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Learning styles based education is becoming influential at higher education institutions around the world. Learning styles are characteristics of how students prefer to learn; they draw their origin from both biological and experiential conditions that make each student unique in the way he/she learns. An important first step in improving learning is to identify or assess students’ learning styles, and there are several instruments that can be used for this purpose. This is necessary for teachers and students who wish to improve learning and study strategies. Students who perform poorly in a conventional educational setting may suffer from a mismatch of learning and teaching styles; for example kinesthetic learners may not adapt to learning by listening or by reading. When we teach tactual and/or kinesthetic students by talking, they focus for only a brief amount of time and then wander off into their own thoughts and quickly forget (Burke & Dunn, 2002). We can improve students’ academic performance by providing them with alternative strategies and activities that respond to their learning style needs (Dunn & Dunn, 1993). In spring 2008, the learning styles of over 700 Zayed University students were assessed using the BE (Building Excellence) survey developed by Rundle & Dunn. The data collected is being analyzed with a view to making recommendations for teachers, students and parents to improve students’ learning. This paper represents the first in a series of publications on this subject; it reviews the survey process, and focuses on the nature and learning preferences of ZU students in perceptual elements (e.g. visual, auditory) and cognitive elements (e.g. Analytic-sequential (left-brain) vs. Global-simultaneous (right-brain) preferences).

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Maskey, A., M. Parajuli i S. C. Kohli. "A Study of Risk Factors of Stroke in Patients Admitted in Manipal Teaching Hospital, Pokhara." Kathmandu University Medical Journal 9, nr 4 (17.06.2012): 244–47. http://dx.doi.org/10.3126/kumj.v9i4.6337.

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Background Stroke is usually end result of predisposing conditions that originated years before the ictus. Identification of its modifiable risk factors can help in planning preventive strategies. Objective To study the risk factors of stroke in adult patients. Methods A hospital based prospective cross sectional study was carried out in 160 stroke patients admitted in Manipal Teaching Hospital, Pokhara from November 2007- October 2010. Diagnosis of stroke was confirmed by CT scan of brain. Patients were then investigated for presence of conventional risk factors. The data was statistically analysed using Epi-Info. Results The mean age of stroke patients was 65.98 years ± 10.69 with 126 (78.8%) of patients belonging to age group ? 60 years. It afflicted higher percentage of males 104 (65%) than females 56 (35%). Analysis of stroke subtypes showed preponderance of haemorrhagic stroke in 85 (53.1%) as against infarction in 75 (46.9%) of cases. Other conventional modifiable risk factors were seen as follows: hypertension 98 (61.2 %), cigarette smoking 95 (59.4%), alcohol use 43 (26.9%), left ventricular hypertrophy 44 (27.5%), atrial fibrillation 37(23%), elevated triglyceride 37(23%), diabetes mellitus 15 (9.3%) and elevated total cholesterol 12 (7.5%). Multiple risk factors (? 2) were seen in 122 (76.5 %) cases. ConclusionsThe maximum occurrence of stroke was seen in patients > 60 years. Overall male preponderance and higher occurrence of haemorrhagic stroke was seen in our study. Significant risk factors in order of descending order were hypertension, cigarette smoking, left ventricular hypertrophy, alcohol use, atrial fibrillation and elevated triglycerides.DOI: http://dx.doi.org/10.3126/kumj.v9i4.6337 Kathmandu Univ Med J 2011;9(4):244-7

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Maree, Jacobus G., i Ann-Louise de Boer. "Assessment of Thinking Style Preferences and Language Proficiency for South African Students whose Native Languages Differ". Psychological Reports 93, nr 2 (październik 2003): 449–57. http://dx.doi.org/10.2466/pr0.2003.93.2.449.

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The language proficiency of first-year students at the University of Pretoria (56 men and 59 women, M age = 19.40 yr., SD = .80, range from 18.00 to 20.70) was assessed by means of the English Language Skills Assessment. More than one third of the students did not show proficiency at Grade 10, as expected. This language assessment was not correlated with academic achievement equally well for students in a group. The diversity of thinking style preferences of the students enrolled in a language development course was also assessed on the Herrmann Brain Dominance Instrument. Scores indicated a range of thinking style preferences but the group's overall mean scores represented detail-oriented and feeling-based modes of thinking processes. These preferences were correlated with academic achievement and learning of languages. The data are consistent with the hypothesis that thinking styles could be a focus of educational strategies in South Africa, using the perspective that qualitatively different approaches to teaching might be associated with students' qualitatively different approaches to learning.

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HASSAN, ZEINA. "Curriculum planning in the educational process"". Journal Ishraqat Tanmawya 27 (czerwiec 2021): 40–62. http://dx.doi.org/10.51424/ishq.27.1.

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Abstract: Language is the greatest blessing that God bestowed upon man and distinguishes him from other creatures, the individual's tool that helps him communicate with others, and an important means in the field of understanding and understanding that represents the relationship between the individual and society. She also learned that her message in the Persian language is a form of human behavior, negativity, negativity, weapon, negativity, behavior, thoughts, ideas, initiation of communication, initiation of communication, and initiation of communication with the facility. It is a relationship to build letters, vocabulary and sentences that form the thoughts and minds of individuals, so the relationship is a relationship and influence. And the Arabic language, which God honored with His Qur’an, is a tool for thinking and spreading culture and education, for it is the language of Arab creativity before Islam and the language of divine miracles after it, and the Arabic language is a means for the learner to express himself, his feelings and his culture, and the correct understanding of what others say or write, and it is the learner’s tool in study, achievement and success, as well as Every educational activity in and outside school depends on it. The educational process faces many challenges as a result of the information and technology revolution, and the communications revolution, which requires us to speed up the development of thinking minds capable of solving problems. The development of these thinking mindsets is the responsibility of all state institutions, on top of which are educational institutions, as the development of an individual's thinking takes place through curricula. Scholarships, if the necessary capabilities are available for teaching it. The process is closely related to learning theories that are concerned with the study of educational situations and the interpretation of human behavior and the mental processes behind it, so it directs the educational process and determines its effectiveness, and this requires us to follow the new in this field so that we can develop the teaching and learning processes and provide peaceful educational programs, and from modern theories. Which explained the diversity of students and called for designing educational programs about this diversity, the theory of learning that is assigned to the brain. Induction includes two topics, the first topic (the theory of learning based on the brain, while the second topic includes (some learning strategies assigned to the brain)). Keyword(learning-predicate-brain)

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HASSAN, ZEINA. "Curriculum planning in the educational process"". Journal Ishraqat Tanmawya 27 (czerwiec 2021): 40–62. http://dx.doi.org/10.51424/ishq.27.2.

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Abstract: Language is the greatest blessing that God bestowed upon man and distinguishes him from other creatures, the individual's tool that helps him communicate with others, and an important means in the field of understanding and understanding that represents the relationship between the individual and society. She also learned that her message in the Persian language is a form of human behavior, negativity, negativity, weapon, negativity, behavior, thoughts, ideas, initiation of communication, initiation of communication, and initiation of communication with the facility. It is a relationship to build letters, vocabulary and sentences that form the thoughts and minds of individuals, so the relationship is a relationship and influence. And the Arabic language, which God honored with His Qur’an, is a tool for thinking and spreading culture and education, for it is the language of Arab creativity before Islam and the language of divine miracles after it, and the Arabic language is a means for the learner to express himself, his feelings and his culture, and the correct understanding of what others say or write, and it is the learner’s tool in study, achievement and success, as well as Every educational activity in and outside school depends on it. The educational process faces many challenges as a result of the information and technology revolution, and the communications revolution, which requires us to speed up the development of thinking minds capable of solving problems. The development of these thinking mindsets is the responsibility of all state institutions, on top of which are educational institutions, as the development of an individual's thinking takes place through curricula. Scholarships, if the necessary capabilities are available for teaching it. The process is closely related to learning theories that are concerned with the study of educational situations and the interpretation of human behavior and the mental processes behind it, so it directs the educational process and determines its effectiveness, and this requires us to follow the new in this field so that we can develop the teaching and learning processes and provide peaceful educational programs, and from modern theories. Which explained the diversity of students and called for designing educational programs about this diversity, the theory of learning that is assigned to the brain. Induction includes two topics, the first topic (the theory of learning based on the brain, while the second topic includes (some learning strategies assigned to the brain)). Keyword(learning-predicate-brain)

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Gous, Ignatius. "Yesterday, Today and Tomorrow: The Blossoming Art of Teaching and Learning Required to Prepare Students for the 4th Industrial Revolution". EDEN Conference Proceedings, nr 1 (16.06.2019): 126–35. http://dx.doi.org/10.38069/edenconf-2019-ac-0015.

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The future is not what it used to be. It is more complex than ever, and it changes faster than ever. Traditional educational institutions do not teach the skills sets students need to be future ready. Most of them still follow the industrial model that focuses on content and testing answers about known questions. Research reports point to ways in which higher education needs to change to meet the challenges, such as teaching abilities instead of content, becoming network universities, my-universities, or life-long universities. The time frame expected to change the current systems and structures are between 5 and 10 years. That is too long. The future is now. Distance Education, though, can make an immediate difference. Departing from the premise that “I learn for a reason”, grounded in the Golden Spiral for Life-Long Learning model, the way Distance Education teaches may become sufficient to engender future readiness. The future requires students with specific personal characteristics and abilities, linked to effective mastery strategies, and being open to the future and change. A lesson structure and flow is suggested, based on a combination of tried-and-tested teaching and current mind, brain, and education research. Using the Brunfelsia Pauciflora “Floribunda” plant as metaphor, also called the Yesterday-today-and-tomorrow plant, the past, the present and the future are juxtaposed in an organic whole. In this way, a balanced approach is reached, that still attends to indispensable past knowledge and current application, but adding a required future ready perspective.

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Bezena, Ivan, Tetiana Bogatyrova i Oksana Doroshenko. "Formative assessment of students' skills and competencies in the context of modern secondary education strategies". Academic Notes Series Pedagogical Science 1, nr 189 (sierpień 2020): 95–101. http://dx.doi.org/10.36550/2415-7988-2020-1-189-95-101.

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The article examines the processes and technologies for assessing the skills and competencies of secondary school students. Modern school assessment is an integral part of the learning process of students, which reflects the internal and external processes in the accessibility of the content of teaching school subjects and the level of skills and competencies of the individual on the basis of feedback. Traditionally, school assessment was based on quantitative indicators and errors of the applicant, rather than on qualitative measurements of competencies and skills. A new model of assessment, which is formative and provides an opportunity through pedagogical observation of the technology of individual student work, to determine effective learning outcomes in the form of achieved goals through group work or individually. After all, the outlined assessment can motivate and inspire the child to development, self-development and quality assimilation of subject program results. Evaluative pedagogical work should take into account the limits of adverse risks and their effects on the balance of the child's internal state, relationships with peers, psychological and emotional balance, blocking the child's brain for further learning, unbalanced relationship with the teacher. Research has shown that formative assessment significantly actualizes the interactive assessment of students' progress, which involves psychological and pedagogical tracking of personal development, judgements about effective educational process of skills, learning experience, competencies and quality of student development. The activity mission of a modern teacher is expanded by the urgency and public demand for understanding the importance for a particular feature of formative assessment procedure in the initial and subsequent stages of learning. Thus, we note that primary school children perceive the assessment for the task as self-assessment and requires special sensitive attention of the teacher. Benevolence and a positive attitude contribute to the desire of students to solve educational and life situations, develop skills and develop competencies for successful self-realization in life. Thus, pedagogical processes in assessing the skills and competencies of the individual aim to improve the quality of education, diagnose the educational process on the demands of learning, identify shortcomings and outline models of educational activities, promote a comfortable educational process and environment for student development in partnership with teachers.

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Benet, Arnau, Jordina Rincon-Torroella, Michael T. Lawton i J. J. González Sánchez. "Novel embalming solution for neurosurgical simulation in cadavers". Journal of Neurosurgery 120, nr 5 (maj 2014): 1229–37. http://dx.doi.org/10.3171/2014.1.jns131857.

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Object Surgical simulation using postmortem human heads is one of the most valid strategies for neurosurgical research and training. The authors customized an embalming formula that provides an optimal retraction profile and lifelike physical properties while preventing microorganism growth and brain decay for neurosurgical simulations in cadavers. They studied the properties of the customized formula and compared its use with the standard postmortem processing techniques: cryopreservation and formaldehyde-based embalming. Methods Eighteen specimens were prepared for neurosurgical simulation: 6 formaldehyde embalmed, 6 cryopreserved, and 6 custom embalmed. The customized formula is a mixture of ethanol 62.4%, glycerol 17%, phenol 10.2%, formaldehyde 2.3%, and water 8.1%. After a standard pterional craniotomy, retraction profiles and brain stiffness were studied using an intracranial pressure transducer and monitor. Preservation time—that is, time that tissue remained in optimal condition—between specimen groups was also compared through periodical reports during a 48-hour simulation. Results The mean (± standard deviation) retraction pressures were highest in the formaldehyde group and lowest in the cryopreserved group. The customized formula provided a mean retraction pressure almost 3 times lower than formaldehyde (36 ± 3 vs 103 ± 14 mm Hg, p < 0.01) and very similar to cryopreservation (24 ± 6 mm Hg, p < 0.01). For research purposes, preservation time in the cryopreserved group was limited to 4 hours and was unlimited for the customized and formaldehyde groups for the duration of the experiment. Conclusions The customized embalming solution described herein is optimal for allowing retraction and surgical maneuverability while preventing decay. The authors were able to significantly lower the formaldehyde content as compared with that in standard formulas. The custom embalming solution has the benefits from both cryopreservation (for example, biological brain tissue properties) and formaldehyde embalming (for example, preservation time and microorganism growth prevention) and minimizes their drawbacks, that is, rapid decay in the former and stiffness in the latter. The presented embalming formula provides an important advance for neurosurgical simulations in research and teaching.

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Shaywitz, Sally E., i Bennett A. Shaywitz. "Paying attention to reading: The neurobiology of reading and dyslexia". Development and Psychopathology 20, nr 4 (2008): 1329–49. http://dx.doi.org/10.1017/s0954579408000631.

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AbstractExtraordinary progress in functional brain imaging, primarily advances in functional magnetic resonance imaging, now allows scientists to understand the neural systems serving reading and how these systems differ in dyslexic readers. Scientists now speak of the neural signature of dyslexia, a singular achievement that for the first time has made what was previously a hidden disability, now visible. Paralleling this achievement in understanding the neurobiology of dyslexia, progress in the identification and treatment of dyslexia now offers the hope of identifying children at risk for dyslexia at a very young age and providing evidence-based, effective interventions. Despite these advances, for many dyslexic readers, becoming a skilled, automatic reader remains elusive, in great part because though children with dyslexia can be taught to decode words, teaching children to read fluently and automatically represents the next frontier in research on dyslexia. We suggest that to break through this “fluency” barrier, investigators will need to reexamine the more than 20-year-old central dogma in reading research: the generation of the phonological code from print is modular, that is, automatic and not attention demanding, and not requiring any other cognitive process. Recent findings now present a competing view: other cognitive processes are involved in reading, particularly attentional mechanisms, and that disruption of these attentional mechanisms play a causal role in reading difficulties. Recognition of the role of attentional mechanisms in reading now offer potentially new strategies for interventions in dyslexia. In particular, the use of pharmacotherapeutic agents affecting attentional mechanisms not only may provide a window into the neurochemical mechanisms underlying dyslexia but also may offer a potential adjunct treatment for teaching dyslexic readers to read fluently and automatically. Preliminary studies suggest that agents traditionally used to treat disorders of attention, particularly attention-deficit/hyperactivity disorder, may prove to be an effective adjunct to improving reading in dyslexic students.

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Gorter, Jan Willem, Khush Amaria, Adrienne Kovacs, Ronen Rozenblum, Lehana Thabane, Barbara Galuppi, Linda Nguyen i in. "CHILD-BRIGHT READYorNot Brain-Based Disabilities Trial: protocol of a randomised controlled trial (RCT) investigating the effectiveness of a patient-facing e-health intervention designed to enhance healthcare transition readiness in youth". BMJ Open 11, nr 3 (marzec 2021): e048756. http://dx.doi.org/10.1136/bmjopen-2021-048756.

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IntroductionYouth with brain-based disabilities (BBDs), as well as their parents/caregivers, often feel ill-prepared for the transfer from paediatric to adult healthcare services. To address this pressing issue, we developed the MyREADY TransitionTM BBD App, a patient-facing e-health intervention. The primary aim of this randomised controlled trial (RCT) was to determine whether the App will result in greater transition readiness compared with usual care for youth with BBD. Secondary aims included exploring the contextual experiences of youth using the App, as well as the interactive processes of youth, their parents/caregivers and healthcare providers around use of the intervention.Methods and analysisWe aimed to randomise 264 youth with BBD between 15 and 17 years of age, to receive existing services/usual care (control group) or to receive usual care along with the App (intervention group). Our recruitment strategy includes remote and virtual options in response to the current requirements for physical distancing due to the COVID-19 pandemic. We will use an embedded experimental model design which involves embedding a qualitative study within a RCT. The Transition Readiness Assessment Questionnaire will be administered as the primary outcome measure. Analysis of covariance will be used to compare change in the two groups on the primary outcome measure; analysis will be intention-to-treat. Interviews will be conducted with subsets of youth in the intervention group, as well as parents/caregivers and healthcare providers.Ethics and disseminationThe study has been approved by the research ethics board of each participating site in four different regions in Canada. We will leverage our patient and family partnerships to find novel dissemination strategies. Study findings will be shared with the academic and stakeholder community, including dissemination of teaching and training tools through patient associations, and patient and family advocacy groups.Trial registration numberNCT03852550.

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Vincent, Dale S., Benjamin W. Berg i Keiichi Ikegami. "Mass-Casualty Triage Training for International Healthcare Workers in the Asia-Pacific Region Using Manikin-Based Simulations". Prehospital and Disaster Medicine 24, nr 3 (czerwiec 2009): 206–13. http://dx.doi.org/10.1017/s1049023x00006828.

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AbstractIntroduction:More than half of the world's disasters occur in the Asia-Pacific region. A simulation-based exercise to teach healthcare workers prehospital triage, tagging, and treatment methods was used to link disaster management theory to practice with a student-centered, hands-on educational activity. Various strategies for teaching disaster health education have been advocated, and best-practice disaster education models continue to be sought.Methods:A manikin-based, primary triage and treatment course was adapted for international healthcare providers in the Asia-Pacific region using symbolic representations of triage categories and physical findings. The pedagogical construct that was used was an interactive, formative assessment in which faculty members mediated learner information gathering and interpretation during four simulation scenarios. After establishing a multi-casualty disaster context, a wireless, audience response system anonymously collected learner responses to four clinical situations: (1) leg wound (hemorrhagic shock/immediate); (2) chest wound (tension pneumothorax/immediate); (3) head wound (traumatic brain injury/expectant); and (4) limb trauma (leg fracture/delayed).Results:There were 182 healthcare providers from eight Asia-Pacific countries (including the US) that participated in four simulation seminars. The simulation sessions were successfully tailored to groups of learners that varied in size and professional composition.Expectant and delayed triage categories posed the greatest challenge to learners. In one of two groups that were queried, learner self-confidence in applying principles of triage and treatment improved significantly. At the conclusion of the simulation sessions, learners strongly agreed that manikin-based simulation improved their understanding of triage, and should be used to teach principles of primary triage and treatment.Conclusions:Simulation training represents an opportunity to engage learners regardless of language and cultural barriers. Simulation-based training can be effective in introducing healthcare professionals to principles of primary triage and treatment in an effective and culturally sensitive manner.The characteristics of the course with respect to planned formative assessment and culturally competent scholarship were reviewed.

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Ramírez Ramírez, Wildoro, Ledmy Vasquez Ruiz i Wendy Lilly Palacios Paredes. "Estrategias didácticas de educación física para mejorar el rendimiento académico de estudiantes universitarios con base en gimnasia cerebral de Paul Dennison (Didactic physical education strategies to improve the academic performance of college students". Retos, nr 41 (24.01.2021): 380–86. http://dx.doi.org/10.47197/retos.v0i41.82747.

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En el presente trabajo se estudia la influencia de estrategias didácticas de educación física basadas en ejercicios de gimnasia cerebral de Paul Dennison en el rendimiento académico de estudiantes universitarios del primer ciclo de la Facultad de Ciencias Económicas de la Universidad Nacional de San Martin en Perú. La muestra estuvo conformada por 120 estudiantes, y fue escogida de forma probabilística en muestreo estratificado y se formaron dos grupos, uno Control con 68 estudiantes y uno Experimental con 52 estudiantes. Originalmente se estudió la homogeneidad de las calificaciones de los estudiantes en 4to y 5to años de secundaria en Matemática y Comunicación mediante análisis de normalidad y prueba U de Mann-Whitney y luego al grupo Experimental se intervino mediante ejercicios de educación física basados en gimnasia cerebral durante todo el ciclo académico, dejando al grupo Control sin intervenir. Al final del ciclo se recolectaron las calificaciones de Matemática y Comunicación de ambos grupos y se analizaron estadísticamente mediante prueba U de Mann-Whitney para establecer las diferencias entre los grupos y la influencia de la intervención, con significancia α = 0,05. Se demostró que se produjo diferencia estadísticamente significativa entre las calificaciones de los dos grupos de estudio (Valor-p < 0,05) con nivel de confianza de 95%, con mayores notas en el grupo experimental, atribuidas a la intervención realizada. Abstract: This paper studies the influence of physical education teaching strategies based on Paul Dennison's brain gym exercises on the academic performance of university students in the first cycle of the Faculty of Economics at the National University of San Martin in Peru. The sample was made up of 120 students, and was chosen probabilistically in a stratified sample and two groups were formed, a Control group with 68 students and an Experimental group with 52 students. Originally, the homogeneity of the grades of students in 4th and 5th years of secondary school in Mathematics and Communication was studied by means of normality analysis and Mann-Whitney U test. Then, the Experimental group was intervened by means of physical education exercises based on brain gym during the whole academic cycle, leaving the Control group without intervention. At the end of the cycle the Math and Communication scores of both groups were collected and statistically analyzed by Mann-Whitney Utest to establish the differences between the groups and the influence of the intervention, with significance α = 0.05. It was demonstrated that there was a statistically significant difference between the scores of the two study groups (p-value < 0.05) with 95% confidence level, with higher scores in the experimental group, attributed to the intervention performed.

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Cockerham, Debbie, i Evie Malaia. "Neuroscience-Based Approaches to Teaching Students on the Autism Spectrum". Zeitschrift für Psychologie 224, nr 4 (październik 2016): 290–93. http://dx.doi.org/10.1027/2151-2604/a000265.

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Abstract. An understanding of the relationship between emotions, cognition, and learning can provide insight into learning needs for children with autism spectrum disorder (ASD). This article discusses current research and new theories on ASD from three different perspectives: the behavioral sciences, neuroscience, and education. The rapid increase of ASD diagnoses in children worldwide, and an understanding of autism as one of the developmental disorders affecting a spectrum of neural networks in a growing brain, indicates that educational implications from the combined insights may strengthen the development of strategies and interventions not only for ASD individuals, but for neurotypical children as well.

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Asiri, Ahmad Abdullah. "The Effectiveness of the Inquiry and Brain Storming Strategies in Developing Achievement and Creative Thinking Skills in Arabic Language of University Students". International Journal of English Linguistics 11, nr 1 (31.12.2020): 253. http://dx.doi.org/10.5539/ijel.v11n1p253.

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The study aimed to investigate the effectiveness of using inquiry and brainstorming strategies in teaching Arabic language for developing achievement and creative thinking skills of the university students. To achieve the previous objective, a teaching manual was prepared using inquiry and brainstorming strategies. Achievement test was prepared including 20 items multiple chooses questions related to knowledge, application and reasoning levels. In addition, creative thinking skills test was prepared including 10 items related to Fluency, flexibility and originality skills. The validity and reliability of the instruments were measured. The sample was selected randomly; it consists of two groups, experimental group 43 and a control group 39. The study was based on semi-experimental design pre—post-test, where the experimental group was taught using inquiry and brainstorming strategies, but the control group was taught using the usual strategies. The results of the study showed that there were statistically significant differences between the average scores of the experimental and control groups in the post achievement and creative thinking skills in general and their skills separately for the students of the experimental group. Also, the results showed a positive correlation between the scores of the experimental group in post creative thinking skills, and post achievement test in general. The effectiveness of inquiry and brainstorming strategies in the development of achievement levels and creative thinking skills was significant effect. The study recommended using the Inquiry and brainstorming strategies in the teaching Arabic language of university students.

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Adeleke, G. A., i P. O. Jegede. "Comparative Effects of ICT-Integrated Learning Strategies on Spatial Reasoning Skills Among Nigerian Lower Primary School Pupils". European Journal of Education 3, nr 1 (1.01.2020): 31. http://dx.doi.org/10.26417/ejed.v3i1.p31-35.

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The study investigated the reported regressive performances of students in spatial reasoning concepts with a view to promote early spatial reasoning of lower primary school pupils across ability levels and sex. Non-equivalent experimental research design was employed. A hundred and five (105) pupils in four intact classes were exposed to six weeks intervention and subsequently post-tested. Data collected were analyzed using Analysis of Covariance. The study found significant effect of treatment on the performance of study participants in the ICT-integrated Think-Pair-Share treatment group. No significant interactive effect of ability was found though, the pupils of low-ability group benefitted more from the intervention (M = 12.32, 11.07; SD = 2.86, 2.98). There was no significant different of intervention between boys and girls across strategies and abilities. The study concluded that, while ICT-integrated learning strategies could improve output in spatial concepts of pupils at the primary school level, performances on the basis of sex-groups and ability groups have no significant interaction effect on the learners of spatial reasoning. Keywords: performance, spatial reasoning, treatment, strategies, ability group, think-pair-share, concrete-representation-abstract, learners’-self-controlled.INTRODUCTIONEarly graft of mathematic ability has been ascertained to predict later mathematical achievement and related endeavors in life [6]. Hence, the promotion of early mathematic competency is of critical importance. Established link between spatial ability and mathematics in early childhood by neuropsychological and brain imaging studies and behavioral evidences potent that math performance can be improved with spatial reasoning. Nigeria’s experience in local, national and international examinations show dwindling performances of examinees traceable to substantiated inefficient score in spatial reasoning items consistently featured [5, 1] in such standardized examinations. This was interpreted to mean that, children understanding of space pattern is necessary and demanded by the curriculum. The advent of information and communication technology (ICT) eulogized as potentially powerful and enabling tool for education change and reform is hereby engaged in learning delivery for comparative analysis of performance in learning spatial concepts among primary school pupils. METHODOLOGYNon-equivalent pretest, posttest and control group research design was adopted. The population consisted of 357,533 pupils’ enrolled in 1, 378 primary schools in Osun State (Daily Independent, 2013) characterized with male and female learners of varied academic abilities. Study sample was eked out using purposive and multi-stage sampling techniques. Primary III class was purposively selected based on the learners' age (6 – 8 years) limit in early childhood. Four schools with 105 intact class pupils were multi-stage sampled in the three major towns of the state considering available facilities for the study. Research instruments included Spatial Reasoning for Children (SpatReC), an interactive, multimedia package designed using C-Sharp (C#) programming language and follows the taxonomy based on Benjamin Blooms’ principles as revised by Anderson and Krathwohl in [8]; and Spatial Reasoning Test (SRT) used for pretest and posttest. Instruments, in a previous study [1] were adjudged validity and reliable. Learners in their intact classes were randomly assigned to study conditions namely; the three experimental groups and the one control group; three levels of cognitive ability groups - high, medium and low; and two sex groups - male and female. The intervention took forty minutes of Mathematics periods for three days in a week and six weeks in each of the schools excluding tests. ANALYSIS:Tests for significant interaction effect of treatment on groups were conducted. Result shows the test of equality of means to be significantly equal (t = 2.003, p - 0.05) in favor of equal variance assumed. The study’s subjects were thus adjudged to be reliably homogeneous (Table 1).Table 1: Test for Difference in the Participating group’s Post-test Scorest-test for Equality of MeanstdfSig.(2-tailed)Mean DifferenceStd. Error Difference95% Confidence Interval of the DifferenceLowerUpperEqual variances assumed2.003103.0481.253.626.0122.494Furthermore, the post-test scores of the research participants were subjected to a test of difference via analysis of covariance using their experimental groups as the differentiating variable and the pre-test scores as the covariate to remove the possible effect of previous learning and other confounds. The result showed significant difference in the post-test scores (F = 2.934, p - .05). It also showed from the table that, the R-squared value was 0.080 and the Adjusted R squared value stood at 0.053. This can be interpreted to mean that the maximum variance in the post test score is quite small. So other possible factors which might explain the difference in the post test scores and interact with the effectiveness of the learning strategies were sought after (Table 2).Table 2:Post-Test of Difference of Treatments Tests of Between-Subjects Effects - Dependent Variable: post test scoreSourceType III Sumof SquaresDfMean SquareFSig.Corrected Model96.677a332.2262.934.037Intercept34388.204134388.2043131.034.000GRP96.677332.2262.934.037R Squared = .080 (Adjusted R Squared = .053)The source of difference was located between the CRTL group and the CRA group (Table 3). It can be concluded that there exists significant difference among the learning strategies in improving performances.Table 3: Multiple Comparisons Post hoc TestDependent Variable: post-test score Tukey HSD(I) Treatment(J) TreatmentMean Difference(I-J)Std. ErrorSig.95% Confidence IntervalLower BoundUpper BoundCTRLTPS.413.924.970-2.002.83LSC.514.960.950-1.993.02CRA2.514*.960.049.015.02* The mean difference is significant at the 0.05 level.Would there be any interactive effect of intervention between various academic ability pupils by virtue of learning strategies? To answer this question, the post-test scores of the research participants were subjected to a test of difference via analysis of covariance. Result shown in Table 4 revealed that there is no significant interaction effect of experimental groupings and ability levels on the post-test scores (F = 1.440, p > .05). In this stance therefore, the research question is answerable in the negative.Table 4: Test of Difference of Treatment and Ability in Post-test Tests of Between-Subjects Effects Dependent Variable: post test scoreSourceType III Sum of SquaresDfMean SquareFSig.Corrected Model113.502a716.2151.440.198Intercept28102.188128102.1882495.206.000GRP * ability113.502716.2151.440.198a. R Squared = .094 (Adjusted R Squared = .029)Lastly, could any difference in performance result from variation in sexes? Despite the slight differences in group sizes, no significant difference in the performance on the basis of sex-groups (value = 0.186, > 0.05) was found. It as well showed that, there was no significant interaction found between groups and sex in describing performance of pupils in spatial reasoning (F = 0.030, p > 0.05) (Table5).Table 5: Test of Difference on Post-test in Treatment / Sex Groups DescriptivePost test scoreNMeanStd. DeviationStd. Error95% Confidence Interval for MeanMin.Max.dffsigLower BoundUpper BoundMale4118.153.190.49817.1419.1511281.030.862Female6418.273.560.44517.3819.151226103Total10518.223.405.33217.5618.881128104DISCUSSION - CONCLUSION:The application of ICT unto learning strategies was with a view to improve performance in spatial concepts in pupils of low and high ability at the primary school level. Notable results included significant effect of treatment on performance at the removal of possible effect of previous learning and other confounds. This discovery agrees with [3] whose study established that particular intervention in the experimental group might increase learner’s motivation and in turn lead to higher achievement levels for learners in the experimental group than for those in the control group. [2, 4] also found particular learning strategies - conceptual learning strategy and online tool substantially increasing math performance growth in separate studies. Ability levels’ effect on academic achievement as investigated indicated no significance in the post-test scores even after controlling for the previous learning through the pre-test. This result was at variance to [7] study on game-based learning (GBL) which found that, many students with low confidence toward learning mathematics can be restored and improve their confidence toward mathematics. Conclusively, performances on the basis of sex-groups and ability groups have no significant interaction found between ICT-integrated strategy learners of spatial reasoning. REFERENCES Adeleke, A. G. (2015) Comparative Effectiveness of ICT-Integrated Learners’-Self-Controlled, Concrete-Representational-and Think-Pair-Share Strategies in Enhancing Spatial reasoning Skills of Primary School Pupils in Osun State. A Doctoral Dissertation Submitted to Postgraduate College, Obafemi Awolowo University, Ile-Ife, Nigeria. Adeleke, M. A. (2007) Strategic Improvement of Mathematical Problem-solving Performance of Secondary School Students using Procedural and Conceptual Learning Strategies. Educational Research and Review Vol. 2 (9), pp.259-263. Alrabai, F. (2014) The Effects of Teachers’ In-Class Motivational Intervention on Learners’ EFL Achievement. Applied Linguistics. 2014 Oxford University Press.Haelermans, C. - Ghysels, J. (2014) The Effect of an Individualized Online Practice Tool on Math Performance - Evidence from a Randomized Field Experiment.Jegede, P. O., Adelodun, O. A. - Okoli, B. C. (1998) Evaluation of Test Characteristics of UME Mathematics Items in the Context of Bloom’s Taxonomic Categories. Journal of Creativity in Teaching for the Acquisition and Dissemination of Effective Learning (CITADEL) Vol.3 (6) pp.233-241.Krajewski, K - Schneider, W. (2009) Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study. Learning and Instruction, 19(6), 513-526. Ku, O., Chen, S.-Y., Wu, D.-H., Lao, A.-C.-C., - Chan, T.-W. (2014). The Effects of Game-Based Learning on Mathematical Confidence and Performance: High Ability vs. Low Ability. Educational Technology - Society, 17 (3), 65–78.Wilson, L. O. (2013) Understanding the New Version of Bloom’s Taxonomy - A succinct discussion of the revisions of Bloom’s classic cognitive taxonomy by Anderson and Krathwohl and how to use them effectively. Available at http://www4.uwsp.edu/education/ lwilson/curric/newtaxonomy.htm

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Готцева, Маріана. "A Neurocognitive Perspective on Language Acquisition in Ullman’s DP Model". East European Journal of Psycholinguistics 4, nr 2 (28.12.2017): 24–33. http://dx.doi.org/10.29038/eejpl.2017.4.2.got.

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In the last few decades, the studies in second language acquisition have not answered the question what mechanisms a human’s brain uses to make acquisition of language(s) possible. A neurocognitive model which tries to address SLA from such a perspective was suggested by Ullman (2005; 2015), according to which, “both first and second languages are acquired and processed by well-studied brain systems that are known to subserve particular nonlanguage functions” (Ullman, 2005: 141). The brain systems in question have analogous roles in their language and nonlanguage functions. This article is meant to critically analyse the suggested DP model within the context of neurocognitive studies of L2; and evaluate its contribution to the field of SLA studies. References Aboitiz, F. (1995). Working memory networks and the origin of language areas in the human brain. Medical Hypothesis, 25, 504-506. Aboitiz, F. & Garcia, R. (1977). The anatomy of language revisited. Biological Research, 30, 171-183. Aboitiz, F., Garcia, R., Brunetti, E. & Bosman, C. (2006). The origin of Broca’s area and its connections from an ancestral working memory network. In: Broca’s Region, (pp. 3-16). Y.Grodzinsky and K. Amunts, (Eds.). Oxford: Oxford University Press. Alexander, M. P. (1997). Aphasia: clinical and anatomic aspects. In: Behavioral Neurology and Neuropsychology, (pp. 133–150). T. E. Feinberg, & M. J. Farah, (Eds.). New York: McGraw-Hill. Alexander, G.E., DeLong, M.R. & Strick, P.L. (1986). Parallel organisation of functionally segregated circuits linking basal ganglia and cortex. Annual Review of Neuroscience, 9, 357-381. Anderson, J. R., Bothell, D., Byrne, M. D., Douglass, S., Lebiere, C., Qin, Y. (2004). An integrated theory of the mind. Psychological Review, 111, 1036–1060. Birdsong, D., ed. (1999). Second Language Acquisition and the Critical Period Hypothesis. Mahwah, NJ: Lawrence Erlbaum Associates. Buckner, R. L., & Wheeler, M. E. (2001). The cognitive neuroscience of remembering. Nature Review Neuroscience, 2(9), pp. 624–634. Calabresi, P., Centonze, D., Gubellini, P., Pisani, A. & Bernardi, G. (2000). Acetyl-chlorine-ediated modulation of striatal function. Trends in Neurosciences, 23(3), 120-126. Cepeda, N.J., Vul. E., Rohrer, D., Wixted, J. T., Pashler, H. (2008) Spacing effects in learning: A temporal ridgeline of optimal retention. Psychological Science, 19, 1095-1102. Chun, M.M. (2000). Contextual cueing of visual attention. Trends in Cognitive Science, 4(5), 170-178.Crosson, B., Benefield, H., Cato, M. A., Sadek, R. J., Moore, A. B., Auerbach, E. J., Gokcay, D., Leonard, C.M. & Briggs, R.W. (2003). Left and right basal ganglia activity during language generation: contributions to lexical, semantic and phonological processes. Journal of the International Neuropsychological Society, 9, 1061-1077. Devescovi, A., Caselli, M. C., Marchione, D., Pasqualetti, P., Reilly, J., & Bates, E. (2005). A crosslinguistic study of relationship between grammar and lexical development. Journal of Child Language, 32, 759–786. Di Giulio, D.V., Seidenberg, M., O’Leary, D. S. & Raz, N. (1994). Procedural and declarative memory: a developmental study. Brain and Cognition, 25(1), 79-91. Dionne, G., Dale, P., Boivin, M., & Plomin, R. (2003). Genetic evidence for bidirectional effects of early lexical and grammatical development. Child Development, 74, 394–412. Eichenbaum, H. & Cohen, N.J. (2001). From Conditioning to Conscious Recollection: Memory Systems of the Brain. Oxford: Oxford University Press. Ellis, N.C. (1994). Implicit and Explicit Learning of Languages. New York: Academic Press. Ellis, N.C. (2002). Reflections on frequency effects in language processing. Studies in Second language acquisition, 24, 297-339. Ellis, R., Loewen, S., Elder, C., Erlam, R., Philp, J., Reinders, H. (2009). Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching. Bristol: Multilingual Matters. Embick, D., Marantz, A., Miyashita, Y., O’Neil, W., & Sakai, K. L. (2000). A syntactic specialization for Broca’s area. Proceedings of the National Academy of Sciences USA, 97, (6150–6154). Fabbro, F., Clarici, A., Bava, A. (1996). Effects of left basal ganglia lesions on language production. Perceptual and Motor Skills, 82(3), 1291–1298. Ferman, S., Olshtain, E., Schechtman, E. & Karni, A. (2009). The acquisition of a linguistic skill by adults: procedural and declarative memory interact in the learning of an artificial morphological rule. Journal of Neurolinguistics, 22, 384-412. Retrieved from: http://www.elsevier.com/locate/jneuroling. Fredriksson, A. (2000). Maze learning and motor activity deficits in adult mice induced by iron exposure during a critical postnatal period. Developmental Brain Research, 119(1), 65-74. Friederici, A. (2002). Towards a neural basis of auditory sentence processing. Trends in Cognitive Sciences, 6(2), 78–84. Friederici, A., von Cramon, D., Kotz, S. (1999). Language related brain potentials in patients with cortical and subcortical left hemisphere lesions. Brain, 122, 1033-1047. Goodale, M. A. (2000). Perception and action in the human visual system. In: The New Cognitive Neurosciences, (pp. 365-378). M. S. Gazzaniga, (ed.). Cambridge, MA: MIT Press, Hahne, A., Friederichi, D. (2003). Processing a second language: late learners’ comprehension strategies as revealed by event-related brain potentials. Bilingualism: Language and Cognition, 4, 1-42. Henke, K (2010) A model for memory systems based on processing modes rather than consciousness. Nature Reviews Neuroscience, 11, 523–532. Hikosaka, O., Sakai, K., Nakahara, H., Lu, X., Miyachi, S., Nakamura, K., Rand, M. K. (2000). Neural mechanisms for learning of sequential procedures. In: The New Cognitive Neurosciences, (pp. 553-572). M. S. Gazzaniga, (ed.). Cambridge, MA: MIT Press. Joanisse, M.F., Seidenberg, M.S. (1999). Impairments in verb morphology after brain injury: a connectionist model. Proceedings of the National Academy of Science USA. 96, (7592 –7597). Middleton, F.A., Strick, P.L. (2000). Basal ganglia and cerebral loops: motor and cognitive circuits. Brain research reviews, 31, 236-250. Moro, A., Tettamanti, M., Perani, D., Donati, C., Cappa, S. F., & Fazio, F. (2003). Syntax and the brain: disentangling grammar by selective anomalies. Neuroimage, 13(1), 110–118. Neurolinguistic and Psycholinguistic Perspectives on SLA. (2010). Arabski, J. & Wojtaszek, A. (Eds.), Bristol: Multilingual Matters. Newport, E. (1993). Maturational constraints on language learning. Cognitive Science, 14(1), 11-28. Opitz, B. & Friederichi, A.D. (2003). Interactions of the hippocampal system and the prefrontal cortex in learning language-like rules. Neuroimage, 19(4), 1730-1737. Packard, M.& Knowlton, B. (2002). Learning and memory functions of the basal ganglia. Annual Review of Neuroscience, 25, 563–593. Park, D., Lautenschlager, G., Hedden, T., Davidson, N., Smith, A. & Smith, P. (2002). Models of visuospatial and verbal memory across the adult life span. Psychology and Aging, 16, 299-320. Peelle, J.E., McMillan, C., Moore, P., Grossman, M. & Wingfield, A. (2004). Dissociable patterns of brain activity during comprehension of rapid and syntactically complex speech: evidence from fMRI. Brain and Language, 91, 315-325. Pinker, S. (1994). The Language Instinct. New York: William Morrow. Poldrack, R., Packard, M. G. (2003). Competition among multiple memory systems: converging evidence from animal and human brain studies. Neuropsychologia, 41(3), 245–251. Roediger, H.L., Butler, A.C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Science, 15, 20-27. Schlaug, G. (2001). The brain of musicians: a model for functional and structural adaptation. Annals of the New York Academy of Sciences, 930(1), 281-299. Squire, L.R., Knowlton, B.J. (2000). The medial temporal lobe, the hippocampus, and the memory systems of the brain. In: The New Cognitive Neurosciences. (pp. 765-780). M. S. Gazzaniga, Ed. Cambridge, MA: MIT Press, Squire, L. R., Zola, S. M. (1996). Structure and function of declarative and nondeclarative memory systems. Proceedings of the National Academy of Sciences USA, 93. (13515–13522). Sun, R., Zhang, X. (2004). Top-down versus bottom-up learning in cognitive skill acquisition. Cognitive Systems Research, 5, 63–89. Ullman, M.T. (2004). Contributions of memory circuits to language: the declarative/procedural model. Cognition, 92(1-2), 231-70. Ullman, M.T. (2005). A cognitive neuroscience perspective on second language acquisition: the declarative/procedural model. In: Adult Second Language Acquisition, (pp. 141-178). C. Sanz, (ed.). Washington, DC: Georgetown University Press. Ullman, M.T. & Pieport, E.I. (2005). Specific language impairment is not specific to language: the procedural deficit hypothesis. Cortex, 41, 399-433. Ullman, M. (2006). Is Broca’s area part of a basal ganglia thalamocortical circuit? In: The Cortex: Integrative Models of Broca’s Area and the Ventral Premotor Cortex. (pp. 480-485). R. Schubotz & C. Fiebach, (Eds.). Milan: Masson. Ullman, M. (2015) The declarative / procedural model: A neurobiologically motivated theory of first and second language. In: Theories in Second Language Acquisition: An Introduction, (pp. 135-158.) VanPatten, B. and J. Williams, (Eds.). 2nd ed. New York: Routledge. Ullman, M. and Lovelett, J. (2016). Implications of the declarative / procedural model for improving second language learning: The role of memory enhancement techniques. Second Language Research, Special issue, 1-27. Zurowski, B., Gostomzyk, J., Gron, G., Weller, R., Schirrmeister, H., Neumeier, B., Spitzer, M., Reske, S.N. & Walter, H. (2002). Dissociating a common working memory network from different neural substrates of phonological and spatial stimulus processing. Neuroimage, 15, 45-57.

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Hsu, Liwei, i Yen-Jung Chen. "An EEG Study on Students' Learning in Practical and Theory-Based Hospitality Courses". International Journal of Adult Education and Technology 12, nr 1 (styczeń 2021): 40–60. http://dx.doi.org/10.4018/ijaet.2021010103.

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This study investigates neural activities of hospitality students when they are in practical and theoretical classes. This study involved 33 freshmen in a hospitality program, who underwent 420 minutes of brainwave data collection using an electroencephalographic (EEG) headset; 831,600 brainwave data points were gathered in seconds. The results show that participants' level of meditation was significantly higher than their level of attention in both classes. Among the five brainwaves, delta, theta, alpha, and beta waves (but not gamma waves) demonstrated significant differences in power spectra of students' brains between practical and theoretical classes. The relevance of learning outcomes to brain activity was also different between the two classes, which suggests that teachers must use different strategies to stimulate students' learning. From the perspective of educational neuroscience, this study produces more empirical evidence on and understanding of the neural nature of hospitality learning and general learning, with implications for teaching.

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Groth, Michael, Käthe Barthe, Martin Riemer, Marielle Ernst, Jochen Herrmann, Jens Fiehler i Jan-Hendrik Buhk. "Critical Analysis of an e-Learning and Interactive Teaching Module with Respect to the Interpretation of Emergency Computed Tomography of the Brain". RöFo - Fortschritte auf dem Gebiet der Röntgenstrahlen und der bildgebenden Verfahren 190, nr 04 (1.02.2018): 334–40. http://dx.doi.org/10.1055/s-0043-124191.

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Purpose To compare the learning benefit of three different teaching strategies on the interpretation of emergency cerebral computed tomography (CT) pathologies by medical students. Materials and Methods Three groups of students with different types of teaching (e-learning, interactive teaching, and standard curricular education in neuroradiology) were tested with respect to the detection of seven CT pathologies. The test results of each group were compared for each CT pathology using the chi-square test. A p-value ≤ 0.05 was considered to be significant. Results Opposed to the results of the comparison group (curricular education), the e-learning group and interactive teaching tutorial group both showed a significantly better performance in detecting hyperdense middle cerebral artery sign (p = 0.001 and p < 0.0001) as well as subarachnoid hemorrhage (p = 0.03 and p = 0.001) on CT. Moreover, an increase in performance for the detection of subdural hematoma and skull fracture could be observed for both the interactive teaching group and the e-learning group, with statistical significance in the latter (p = 0.03 and p < 0.0001, respectively). No statistically significant differences were found for the detection of intracranial and epidural hemorrhage, as well as midline shift, among the groups studied. Conclusion Our study demonstrates potential learning benefits for both the interactive teaching tutorial and e-learning module group with respect to reading CT scans with slightly different advantages. Thus, the introduction of new learning methods in radiological education might be reasonable at an undergraduate stage but requires learning content-based considerations. Key points Citation Format

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Lamia, Mahnane, i Laskri Mohamed Tayeb. "Domain Ontology and Hermann Brain Dominance Instrument Model for Personalized E-Learning Hypermedia System". International Journal of Web-Based Learning and Teaching Technologies 7, nr 4 (październik 2012): 1–12. http://dx.doi.org/10.4018/jwltt.2012100101.

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A number of adaptive e-learning hypermedia systems (AEHS) have been developed to support learning styles as a source for adaptation. However, these systems suffer from several problems, namely: lack of maintenance adaptation to learning style, less attention was paid to thinking styles and the insertion of specific teaching strategies into learning content. This paper proposes an AEHS model based on thinking styles and domain ontology. The experiment was completed in three phases for both experimental and control groups. In the first phase all the students were informed that they will participate in an experimental process. The students received a short introduction on how to use the system and to create a user account for login purposes into the system. Then, information about thinking styles categories were given to the experimental group and were asked to complete the questionnaire. In the second phase, the students followed regularly the lessons until the completion of the course; meanwhile taking a quiz at the end of each lesson. In the third phase, learners followed a link to do the post-test.

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Catts, Ralph, Alec MacKinnon, Victoria L. O'Donnell, Tom Schuller, Ira Papageorgiou, Dominic McCafferty, Elizabeth Aitkenhead i in. "Reviews: NIACE Lifelines in Adult Learning, Web-Based Distance Education for Adults, Learning Journeys: A Handbook for Tutors and Managers in Adult Education Working with People with Mental Health Difficulties, the Learning Brain: Lessons for Education, Teaching Adult English Language Learners, Science in the Countryside. Lifelong Learning for Ecological Citizenship, the Tertiary Moment: What Road to Inclusive Higher Education?, Closing the Equity Gap: The Impact of Widening Participation Strategies in the UK and the USA, Adults in Higher Education – Learning from Experience in the New Europe, 14–19 Education Policy, Leadership and Learning, Demography and Older Learners: Approaches to a New Policy Challenge". Journal of Adult and Continuing Education 12, nr 1 (maj 2006): 116–34. http://dx.doi.org/10.7227/jace.12.1.9.

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Suwahono, Suwahono, i Dwi Mawanti. "Using Environmentally Friendly Media (Happy Body) in Early Childhood Science: Human Body Parts Lesson". JPUD - Jurnal Pendidikan Usia Dini 13, nr 2 (5.12.2019): 281–95. http://dx.doi.org/10.21009/jpud.132.06.

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The knowledge of the science of human body parts for early childhood is very important so that children have the ability to recognize and support the cleanliness and health of members of the body, as well as so that they recognize their identity. In addition, introducing environmentally friendly material for early childhood teachers to enrich learning media. This study aims to improve student learning outcomes in science using environmentally friendly media. The topic raised in this search was about recognizing body parts and their benefits and treatments. This type of research is action research. Respondents involved 19 early childhood students. The results showed that there was an increase in subjects' understanding of swallowing extremities and treatment 60% in the pre-cycle phase, 80% in the first cycle and 93% in the second cycle. The findings show that the use of happy body media has a positive effect on limb recognition. Further research is recommended on environmentally friendly media and ways of introducing limbs to early childhood through media or strategies suitable for the millennial era. Keywords: Media (Happy Body), Early Childhood Science, Human Body Parts References: Anagnou, E., & Fragoulis, I. (2014). The contribution of mentoring and action research to teachers’ professional development in the context of informal learning. Review of European Studies, 6(1), 133–142. Belsky, J., Steinberg, L., & Draper, P. (1991). Childhood experience, interpersonal development, and reproductive strategy: An evolutionary theory of socialization. Child Development, 62(4), 647. Black, M. M., & Hurley, K. M. (2016). Early child development programmes: further evidence for action. The Lancet Global Health, 4(8), e505–e506. Blok, H., Fukkink, R., Gebhardt, E., & Leseman, P. (2005). The relevance of delivery mode and other programme characteristics for the effectiveness of early childhood intervention. International Journal of Behavioral Development, 29(1), 35–47. Borg, F., Winberg, M., & Vinterek, M. (2017). Children’s Learning for a Sustainable Society: Influences from Home and Preschool. Education Inquiry, 8(2), 151–172. https://doi.org/10.1080/20004508.2017.1290915 Borg, F., Winberg, T. M., & Vinterek, M. (2019). Preschool children’s knowledge about the environmental impact of various modes of transport. Early Child Development and Care, 189(3), 376–391. https://doi.org/10.1080/03004430.2017.1324433 Buchsbaum, D., Bridgers, S., Weisberg, D. S., &, & Gopnik, A. (2012). The power of possibility: Causal learning, counterfactual reasoning, and pretend play. Philosophical Transactions of the Royal Society. Biological Sciences, 367(1599), 2202–2212. Burdette, H. L., & Whitaker, R. C. (2005). Resurrecting free play in young children: looking beyond fitness and fatness to attention, affiliation, and affect. Archives of Pediatrics & Adolescent Medicine, 159(1), 46–50. Bustamante, A. 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Cao, Zhubing, i Kangcheng Li. "Teaching Strategies of Chinese Language History Class Based on Brain Science". NeuroQuantology 16, nr 5 (27.05.2018). http://dx.doi.org/10.14704/nq.2018.16.5.1297.

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Mary, A. Jeyantha. "BRAIN BASED TEACHING APPROACH FOR THE DIGITAL ERA". Scholarly Research Journal for Interdisciplinary Studies 5, nr 43 (30.12.2017). http://dx.doi.org/10.21922/srjis.v5i43.11194.

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Communication plays an important role in our everyday life. Good communication is therefore vital for effective functioning in the work environment. There is overwhelming evidence that proficiency in communication skills can make any individual more versatile, and thus more competitive in the workplace. Communication is a mode, which helps every one of us to transfer our messages, thoughts, feelings, thinking, imagination and ideas. This is a function pre-installed or naturally exists in every human being to show his/her existence by language. Thus, every student certainly needs effective and impressive communication skills. As a result, there are growing expectations from educational institutions to cater the needs of the workplace. One of the major issues we need to address includes, what measures should be taken to make the students work-ready‘? In this perspective, Teachers have an important role to play in enhancing the communication skills among students. Considering the diversity in the classroom, there is a growing demand to use innovative methods and strategies, including framing good quality instructional resources to enhance various sub-skills of communication among our students. An attempt is made in this article, to contribute to the ongoing discussion in the changing contexts of communication skills from the perspective of preparing our students to face future challenges. The paper shares ideas on enhancing the four core elements of Communication skills, including listening, speaking, reading and writing skills in order to get an edge up in the competition for work and employment.

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