Sin categoría

Games and Neuroeducation Games and neuroeducation: why the brain learns better when playing Games are not just a recreational resource: they are a neurobiological engine of learning. Scientific evidence, from the research of Adele Diamond, Philip Zelazo and Laura Berk to current neuroeducation models, shows that play is one of the most comprehensive trainings for […]

Stories to Build Identity Stories, neuroeducation and affective-sexual education: how stories help the brain build identity and self-esteem Stories have always been a privileged tool for understanding the inner world. Today we know, thanks to neuroeducation, that this intuition has a solid scientific basis: stories activate memory, emotion, imagination and perspective-taking. Therefore, they are especially

Evaluation Indicators for Well-being, Emotion, and Coexistence Evaluating from Neuroeducation. Indicators That Focus on the Brain, Emotion, and Coexistence Evaluating from a neuroeducational perspective means shifting focus from final results toward the processes that enable learning. It is not merely about measuring knowledge but observing whether the educational context fosters attention, emotional regulation, coexistence, and

Neuroeducational Routines: Structuring the Classroom from Neuroscience Neuroeducational routines: how small habits improve attention, emotion and memory Routines represent powerful yet frequently underestimated tools in education. They require no material resources, demand minimal time investment, and directly impact emotional regulation, attentional capacity and memory consolidation. Neuroeducation explains their effectiveness. Why does the brain need routines?

Board Games and Executive Functions Board games and executive functions: a neuroeducational tool to improve attention, behaviour and coexistence Board games are one of the most comprehensive tools for training executive functions, improving emotional regulation and strengthening coexistence in the classroom. Their pedagogical potential has been supported by research in neuroscience, cognitive psychology and education,

Main Heading The brain for learning Introduction Learning is not merely listening to information or repeating content. Learning is a biological, emotional, and bodily process that occurs in the brain when very specific conditions are met. For something to be truly learned, the brain needs several systems to work together. We can understand learning as

Brain longevity: what no one explained to you about how the brain learns We live longer than ever. But the question is not only how long we live, but how our brain ages. And even more important for those of us dedicated to education: what daily decisions actually influence brain health and the capacity to

Article: Why the Brain Needs to Touch to Understand Mathematics Main Heading Why does the brain need to touch to understand mathematics? Full Article Text Working with mathematics through manipulative materials and flexible approaches is not a trend or mere methodological strategy, but an educational necessity if we truly want our students to understand what

Main Content Training attention: neuro-educational strategies for teachers Attention is one of the most important capacities for learning. Through it, students manage all the stimuli surrounding them in the classroom and consciously decide what to pay attention to and what to ignore. Paying attention is not merely “looking at the teacher”; it is inhibiting distractions,

Main Heading Error: the engine of learning Introduction Learning involves making mistakes. In fact, error is not an obstacle but the signal the brain needs to change and learn. When a child attempts something and it does not work, their nervous system receives the message that “this does not work yet,” and from there, neural