The Engaged Brain: Cognitive Neuroscience and the Necessity of Active Learning Techniques
Abstract
Cognitive neuroscience has provided us with many inroads for the study of teaching and learning. This presentation synthesizes some existing brain-based learning theories (including the science of attention) along with my own research on the brain's amygdala (which has a major role in conditioned and unconditioned fear responses) to argue that the active learning techniques we recommend to our faculty are more than just good pedagogy; instead, they are vitally necessary for students to learn. My objectives for the session are 1) to present recent findings in brain-based research; 2) to demonstrate what this research can tell us about active learning strategies; 3) to engage the attendees in a dialogue about the implications of this research; and 4) to discuss ways to communicate these implications to faculty.
Location
Room 217
Recommended Citation
Elyer, Josh, "The Engaged Brain: Cognitive Neuroscience and the Necessity of Active Learning Techniques" (2013). SoTL Commons Conference. 80.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2013/80
The Engaged Brain: Cognitive Neuroscience and the Necessity of Active Learning Techniques
Room 217
Cognitive neuroscience has provided us with many inroads for the study of teaching and learning. This presentation synthesizes some existing brain-based learning theories (including the science of attention) along with my own research on the brain's amygdala (which has a major role in conditioned and unconditioned fear responses) to argue that the active learning techniques we recommend to our faculty are more than just good pedagogy; instead, they are vitally necessary for students to learn. My objectives for the session are 1) to present recent findings in brain-based research; 2) to demonstrate what this research can tell us about active learning strategies; 3) to engage the attendees in a dialogue about the implications of this research; and 4) to discuss ways to communicate these implications to faculty.
