Neuromethogology and neuroimaging for a teacher training

Claudia De Barros

doi:10.35699/1983-3652.2022.40454

Auteurs

Claudia De Barros Universidad Autónoma de Madrid, Facultad de Formación de Profesorado y de la Educación, Departamento Pedagogía, Madrid, España https://orcid.org/0000-0002-2286-8674

DOI :

https://doi.org/10.35699/1983-3652.2022.40454

Mots-clés :

Teaching Methodology, Teaching Neuromethodology, Neuroimaging, Teacher Training, Brain

Résumé

Neuromethodology is a concept about which we hardly find information in scientific databases and specialized literature. Therefore, the general objective of the study presented is to analyze the relationship between teaching methodology, teaching neuromethodology, educational inclusion, technology and teacher training. The research design is non-experimental, descriptive, explanatory, correlational and regression. The sample used was, by convenience, taken from university teachers from Spanish, Brazilian, Colombian and Paraguayan universities, with a number of 815 participants. The research instrument was an ad hoc Likert scale questionnaire with excellent reliability (Cronbach's Alpha, .969), which was validated in content and construct through an exploratory factor analysis. Correlation analysis and automatic linear modeling provide a first conclusion showing that neuromethodology gives scientificity to the technologies used by the teacher, being fundamental for educational inclusion. The neuroimaging examples provide an idea of the research we are developing in neuromethodology.

Téléchargements

Les données relatives au téléchargement ne sont pas encore disponibles.

Références

ARNAIZ, P. El reto de educa en una sociedad multicultural y desigual. In: PALOMINO, A.; ET AL. (Eds.). Los desafíos de la Educación Especial en el umbral del XXI. Murcia: Servicio de Publicación de la Universidad de Murcia, 1996.

BOOTH, T.; AINSCOW, M. Index for Inclusion: Developing Learning and Participation in Schools. Bristol: Centre for Studies on Inclusive Education, 2000.

CARDINALI, D. P. Neurociencia aplicada: sus fundamentos. Buenos Aires: Editorial Médica Panamericana, 2007.

DE LA ORDEN HOZ, A. Tecnología educativa e investigación. Bordón: Revista de pedagogía, n. 263, p. 381–390, 1986. Available from: https://dialnet.unirioja.es/servlet/articulo?codigo=54154. Visited on: 14 Sept. 2022.

HERNÁNDEZ, A.; DE BARROS, C. Neuroimagen en Neuropedagogía. en prensa. [S.l.: s.n.], 2022.

HONORÉ, B.; PALACIOS, M. T. Para una teoría de la formación: dinámica de la formatividad. Madrid: Narcea, 1980.

JIMÉNEZ, C. C. E. Metodología de la Investigación Tecnológica. [S.l.: s.n.], 2008. Available from: https://www.gestiopolis.com/concepto-tecnologia/. Visited on: 14 Sept. 2022.

KAISER, H. F. An index of factorial simplicity. Psychometrika, v. 39, n. 1, p. 31–36, Mar. 1974. DOI: 10.1007/BF02291575. Available from: https://doi.org/10.1007/BF02291575. Visited on: 14 Sept. 2022.

NEUNER, G. Pedagogía. La Habana: Libros para la Educación, 1981.

NUÑEZ, R. El siglo de la ciencia. Muy Interesante, n. 42, p. 14–17, 1999.

OOSTENVELD, R.; PRAAMSTRA, P. The five percent electrode system for high-resolution EEG and ERP measurements. Clinical Neurophysiology, v. 112, n. 4, p. 713–719, Apr. 2001. DOI: 10.1016/S1388-2457(00)00527-7. Available from: https://www.sciencedirect.com/science/article/pii/S1388245700005277. Visited on: 14 Sept. 2022.

STENHOUSE, L. La investigación como base de la enseñanza. Madrid: Ediciones Morata, 1987.

VARIOS. Enciclopedia universal ilustrada. Barcelona: España Calpe, 1917.

ZABALZA BERAZA, M. A. Metodología docente. REDU. Revista de Docencia Universitaria, v. 9, n. 3, p. 75, Dec. 2011. DOI: 10.4995/redu.2011.6150. Available from: https://polipapers.upv.es/index.php/REDU/article/view/6150. Visited on: 14 Sept. 2022.