-
Presentation
Presentation
Considering the central role of this curricular unit in linking three key scientific areas of this course, namely, neuroscience, psychology and education, a higher workload has been defined for this curricular unit to meet the overall objectives of this course.
-
Class from course
Class from course
-
Degree | Semesters | ECTS
Degree | Semesters | ECTS
Master Degree | Semestral | 7
-
Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
-
Code
Code
ULHT6232-22775
-
Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
-
Professional Internship
Professional Internship
Não
-
Syllabus
Syllabus
1. Introduction to educational neuroscience 2. Physiological basis of neuronal excitability 3. Neuronal activity in the intact brain 4. Techniques for exploring neuronal function 4.1. Central nervous system and peripheral nervous system 5. Brain Organization 5.1. Evolutionary aspects and ontogenesis 5.2. Functional neuroanatomy 5.3. Cerebral lateralization 5.4. Individual differences 6. Brain and learning 6.1. Neuroplasticity 6.2. Emotions and motivation 6.3. Nervous system development and cognitive development 6.4. Contributions of neuroscience to teaching and learning process 7. The visual brain: visual processing and orthography 8. The auditory brain: auditory processing and phonology 9. The spatial brain: visuospatial processing and attention 10. Neocortex 10.1. Cognitive functions in monitoring behaviour 11. Applications of educational neuroscience
-
Objectives
Objectives
This curricular unit aims to study the relationship between brain, mind and education in an interdisciplinary perspective and framed in the field of educational neuroscience. The study will focus on the neuronal mechanisms that support learning in the school context, allowing an understanding of this phenomenon by discussing the cognitive factors that influence the teaching and learning process. It is intended to promote knowledge of the parallels between neuronal and cognitive development and how this relationship is reflected in performance and learning in school environment. The skills to be developed are based on the acquisition of key knowledge to understand the following aspects: a) brain physiological functioning and its relationships with cognitive functioning; b) main techniques used in the study of brain functioning; and c) cognitive and emotional brain functions and influence on behavioral regulation associated with learning in the school context.
-
Teaching methodologies and assessment
Teaching methodologies and assessment
This curricular unit is based on a theoretical-practical basis, using the expository method with the aid of audiovisual media and supported by relevant scientific articles in theoretical classes, and the demonstrative method in practical classes to explore the main cognitive phenomena using Psychology laboratories.
-
References
References
Eysenck, M. W. & Keane, M. T. (2015). Cognitive Psychology: A Student's Handbook (7th Edition). NY: Psychology Press. Immordino-Yang, M. H. (2016). Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience (The Norton Series on the Social Neuroscience of Education). NY: W. W. Norton & Company. Kolb, B., Whishaw, I. Q. (2015). Fundamentals of Human Neuropsychology (7th Ed). Worth Publishers. Ludvik, M. J. B. (2016). The Neuroscience of Learning and Development: Enhancing Creativity, Compassion, Critical Thinking, and Peace in Higher Education. Sterling, USA: Stylus Publishing, LLC.
-
Office Hours
Office Hours
-
Mobility
Mobility
No
