Abstract
Education is considered to be a tool for providing knowledge, building character and promising a comfortable lifeto its learners. To ensure desired learning outcomes, a lot is being done in the areas of developing better curriculum, making state of the art institutions, improving teacher quality, providing digital platforms, enhancing parental involvement etc. However, when it comes to designing Pedagogical Tools based on the learning patterns of the brain, there is seen a wide gap between what is researched in laboratories and what is witnessed in our classrooms. Pedagogical practices not based on an understanding of how a learner’s brain works and what are its needs can lead to undesired behavioural consequences in them. This becomes more pronounced as learners enter into adolescence, a period in development marked with rapid changes at mental, physical, emotional and psychological levels.
 This paper looks into various researches that have been done in Cognitive Neuroscience and their educational implications on adolescent learners. It explores why educational practices must take into consideration the cognitive aspects of an adolescent’s brain like role of reward system, enhancing Working Memory, providing multisensory stimulus, using memory strategies, understanding learner behavior and needs etc. This paper concludes by providing insights on how learnings from these Neuroscience researches can address the issue of high risk behaviour tendencies and mental disorders amongst adolescent learners.
Highlights
Today’s times demand a paradigm shift in how we view education
Learning is equipped with technological support and breakthrough pedagogies to help learners achieve academic excellence and the life skills to cope with various life situation
Irrelevant teaching practices and content can lead to cognitive overload in learners causing undesired behavioural consequences in them, especially in adolescent learnersat times leading to High Risk Behavior tendencies
Summary
Today’s times demand a paradigm shift in how we view education. Education needs to exit the image of being just a tool for providing knowledge, building character and promising a comfortable life and take onchallenging roles to meet with the risks modernization poses. This paper, through various articles on brain-based researches and secondary data, looks into the learning styles of an Adolescent’s brain and its implications on education It advocates the importance of understanding the working of human brain before designing pedagogy and suggests various steps that can be taken in this direction. Working memory can hold limited information at one time and sends relevant information to long term memory of infinite capacity in brain capacity for later retrieval This Working Memory facilitates planning, comprehension, reasoning, and problemsolving (Cowan, 2014).Itleads to the activation ofan area in brain called as Prefrontal Cortex. PREFRONTAL CORTEX AND ITS ROLE Prefrontal Cortex s a region in brain that is responsible for executive functions like attention, focusing attention, understanding the consequences of ones actions, emotional regulation, impulse control, rationalization, judgement, planning etc It is responsible for organization of behavior, speech and reasoning (Fuster, 2009). The hyperactivity in the impulsive limbic system overrides the reflective prefrontal cortex system (Bechara, 2005)
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