Estudios pedagógicos (Valdivia)
versión ISSN 0718-0705
To gauge the teaching, is it necessary to know how our brain acts when we learn? Educational Neuroscience gives enough reason to support the previous question. However, Education and Neuroscience not only have different investigative conceptions of the human learning and teaching processes; but also explain based on different levels of complexity the way how these processes occur. Neuroscientists need to approach educators appropriately in order to understand how they can apply their research discoveries to educational issues; and educators require the appropriate training to enable themselves to understand and be part of the possible answers provided by the application of neurosciences in the educational disciplines. Bases in all these, we propose that these disciplines, such as modern cognitive sciences, require specially trained articulators -from and for education- to promote a useful and long life complementarity.
Palabras clave : educational neurosience; cognitive sciences; learning; teaching.