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WHY NEUROBIOLOGICAL FINDINGS SHOULD FIND APPLIANCE IN THE FIELD OF EDUCATION. Iris Mariella Petauer 1 , Barbara Sabitzer 2 1,2 Alpen Adria Universität Klagenfurt iris.petauer@gmx.at , barbara.sabitzer@aau.at. Introduction. More and more research on the human brain

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why neurobiological findings should find appliance in the field of education

WHY NEUROBIOLOGICAL FINDINGS SHOULD FIND APPLIANCE IN THE FIELD OF EDUCATION

Iris Mariella Petauer1, Barbara Sabitzer2

1,2Alpen Adria Universität Klagenfurt

iris.petauer@gmx.at , barbara.sabitzer@aau.at

Iris Mariella Petauer, Barbara Sabitzer

introduction
Introduction
  • More andmoreresearch on the human brain
  • Valuabletobothmedical AND teachingsector

Iris Mariella Petauer, Barbara Sabitzer

from neurobiological basics to neurodidactics
From neurobiological basics to neurodidactics
  • Human brainisoptimizedforlearning
  • Neuroplasticity is the brains ability to reorganize itself and to continually form new neural connections
  • Learning means creating new or strengthening existing synapses
  • Repetition in general is good for learning processes

Iris Mariella Petauer, Barbara Sabitzer

slide5

Thalamus monitors the information coming from the outside, hypothalamus monitors the internal systems

  • Amygdala has an important part regarding emotions
  • Hippocampus takes a major role in learning through consolidating and converting information

Iris Mariella Petauer, Barbara Sabitzer

the role of emotions in education
The role of Emotions in education
  • Every learning success leads to a feeling of joy
  • Learning is inseparably connected with emotions
  • Emotions can cause a very quick and permanent change in the brain and its structures
  • Impact is deeper and more lasting in a child’s brain

Iris Mariella Petauer, Barbara Sabitzer

negative emotions learning and the brain
Negative emotions, learning and the brain
  • Brain is able to store particularly good or bad experiences as single episodes
  • Emotions are able to influence the learning process
  • Experienced fear creates a cognitive pattern, allows for an easy execution of simple tasks and impedes the creative and free thinking.

Iris Mariella Petauer, Barbara Sabitzer

positive emotions learning and the brain
Positive emotions, learning and the brain
  • Only if knowledge is obtained in a positive emotional state it can be used in a creative and problem-solving way
  • Negative emotions can accelerate the learning process, but not in a beneficial way for school-settings

Iris Mariella Petauer, Barbara Sabitzer

self concept and learning
Self-Concept and Learning
  • What we have experienced and learned shapes the basis for the view we have on the world
  • Cognitive belief system
  • No individual has the same experiences in their long-term storage area than any other

Iris Mariella Petauer, Barbara Sabitzer

the self concept
The self-concept
  • Part of the cognitive belief system is the self-concept
  • holds the individuals view on itself in reference to the world
  • Emotions take an important part in creating that concept

Iris Mariella Petauer, Barbara Sabitzer

relationships and the brain
Relationships and the brain
  • Negative attitude towards oneself is leading to fear, stress and helplessness
  • The brain is shaped through experiences with other human beings
  • Fear, insecurity, or pressure are creating a cognitive disturbance, preventing to learn new input

Iris Mariella Petauer, Barbara Sabitzer

emotional learning in practice and learning principles
Emotional learning in practice and learning principles
  • “All learning is physiological.”
  • “The brain is social.”
  • “The search for meaning is innate.”
  • “The search for meaning occurs through patterning.”
  • “Emotions are critical to patterning.”
  • “The brain/mind processes parts and wholes simultaneously.”

Iris Mariella Petauer, Barbara Sabitzer

slide13

“Learning involves both focused attention and peripheral perception.”

  • “Learning is conscious and unconscious.”
  • “There are at least two types of memory.”
  • “Learning is developmental.”
  • “Complex learning is enhanced by challenge and inhibited by threat associated with helplessness and/or fatigue.”
  • “Each brain is uniquely organized.”

Iris Mariella Petauer, Barbara Sabitzer

conclusion
Conclusion
  • We hope to have outlined a chance presenting itself to understand learning processes better
  • School-settings should be influenced by findings from the neurobiological field
  • Findings should be a part of teacher training

Iris Mariella Petauer, Barbara Sabitzer