Abstract
With the emergence of a wealth of research-based information in the field of educational neuroscience, educators are now able to make more evidence-based decisions in the important area of curriculum design and construction. By viewing from the perspective of educational neuroscience, we can give a more meaningful and lasting purpose of leading to human development with enhanced consciousness or wisdom as the goal of a curriculum. We can better decide on the essential contents of a curriculum that is carried out within a limited time, using the emerging and validating information. Knowledge of educational neuroscience can also be used effectively for instructional design or conveying important messages to learners in the learning support material provided. Further, educators can be better directed in forming appropriate assessment so that learners are prepared for active and deep engagements in the teaching-learning process developing the skills of independence and discovery learning. Educational practitioners, as well as policy-makers, can also promote inclusive practices by directing, designing and constructing a curriculum appropriately especially taking into consideration the characteristics of right cerebral hemispheric oriented visual-spatial or gifted learners. Overall, education professionals can be benefited immensely to take more informed decisions in the process of curriculum design and construction by embracing emerging educational neuroscience principles.
Highlights
Curriculum design or construction is an important task educators undertake to enable learners a lasting and useful experience at the end of carrying out the curriculum
What contents to be included in a curriculum, improving the instructional design, making a curriculum more inclusive, valid and fair are some of the areas that educational neuroscience can provide useful research findings for us to be more informed
We have discussed principles and notions of educational neuroscience that guide us in curriculum design and construction
Summary
Curriculum design or construction is an important task educators undertake to enable learners a lasting and useful experience at the end of carrying out the curriculum. Educational neuroscience is a field that has attracted the interest of educational professionals more elaborately in the recent past It provides us with some useful knowledge about the human brain and how the structures of the brain help human beings in learning. By making use of the emerging notions and principles of educational neuroscience, educators can improve their pedagogical practices immensely so that enhanced learning towards higher levels of human development can be achieved. In this regard, there is no difference when it comes to designing and constructing a curriculum as part of a teaching-learning process. Introduction to Primarily Neuroscience-Based Concepts That Relate to Learning and Curriculum Design
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
