Neuroanatomical Approaches to Improving Student Learning in Science Education

Abstract

Students are usually led to believe that rote memorization is the best technique, and perhaps the only technique, to learn factual information. In disciplines such as Anatomy, and in science education generally, this belief is largely observed because factual information is constantly taught. This review challenges the said notion. First, the different stages of memory and its pathways are explained to provide the basis for the several teaching and learning paradigms which, if employed in the classroom, can improve student learning in science education. Next, the teaching and learning paradigms are described. These paradigms include cognitive load theory, dual encoding theory, the spiral syllabus, bridging and chunking during lectures, sleep consolidation, and retrieval practice. Although such paradigms are especially important in science education, they can be utilized in the teaching and learning of any discipline.Support or Funding InformationN/A