WHY NEUROBIOLOGICAL FINDINGS SHOULD FIND APPLIANCE IN THE FIELD OF EDUCATION

1. 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

2. Introduction • More andmoreresearch on the human brain • Valuabletobothmedical AND teachingsector Iris Mariella Petauer, Barbara Sabitzer

3. 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

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5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. “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

14. 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