The Inner Workings of the Brain and Our Ability to Learn

For centuries, scholars of various realms of study have dedicated their time and energy to studying the brain, process information, and how it ties to learning. There has been much debate on how all these theories can be applied to classroom practices and learning methods and which study best serves the purpose of providing educators the information to help students learn effectively. One point is apparent, to create practices and procedures that are most effective in assisting students in learning involves the collection of research from a multitude of studies.

Numerous factors in a person's environment and behavioral experiences shape the brain's development, from social conditioning, the consumption of nutritional food, exerting physical activities, exploration of the arts, and the amount of endured constant stress (Jensen, 2008). These are areas that the school can improve their students' ability to learn by ensuring students' environment is best suited for learning. Having access to nutritional food, increasing exposure to physical activities and the arts while decreasing the number of stress factors students endure increases their ability to learn.      

Additionally, cognitive psychology and cognitive neuroscience also offer valuable information for educators as well. In cognitive psychology, their focus is on how individuals' problem-solve and gain knowledge, which they can offer a methodology to improve students' to problem-solve better and obtain knowledge. Whereas cognitive neuroscience research on the brain's cognitive functions, using brain imaging technology, helps identify how the brain processes information (Bruer, 2017). Their research can identify deficiencies in brain processing, leading to learning disabilities, and offering meaningful information on strategies and methods that can foster those individuals' ability to learn.

As it is evident, not one particular area of study can compile a complete analysis of an effective learning process adapted into the classroom. With the collection of research from multidisciplinary fields, educators can reap the benefits of implementing positive results in their students' learning.  

Numerous websites are continuously updating the research of their studies. After reviewing various websites and resources on brain development, process information, and learning, I came across two resources that I found most informative on these topics.  

Useful Website and Resources on the Brain and Information Processing Theory

Research in Brain Function and Learning

By American Psychological Association

Research in brain function and learning (apa.org)

This website shares research on brain function and how the brain develops in various stages. There are sectional tabs that allow you to gain more information on numerous brain development topics, the general brain development before birth, preschool years, early elementary, and so forth. Additionally, they provide further research-based details on where learning occurs, facts and myths about brain development and education, and matters on working memory and executive functions. Lastly, they provide information about various learning disabilities. This website is a valuable resource that breaks down the brain researcher terminology for all to understand easily.

 

Impact of Problem-Based Learning in a large classroom setting: Student perception and problem-solving skills

By American Physiological Society

Impact of problem-based learning in a large classroom setting: student perception and problem-solving skills | Advances in Physiology Education

This site offers journals from applied physiology, neurophysiology, physiological genomics, and other assortments. Since new information stems from various journals, this website provides a one spot source to get current and accurate research studies from multiple fields.

One article from Klegeris and Hurren, from the journals of advances in physiology education, discusses problem-based learning in small and large classroom settings. Their research was based on college-level students in university settings and the number of ways in which the problem-solving process takes place. They further go on to discuss teaching methods, perception of the students, and problem-solving skills abilities. Lastly, they concluded to provide students' attendance and informal and formal student surveys. This article offers excellent insight into problem-solving skills as it relates to young adults. This article helps instructional designers consider how individuals process problem-solving skills and implement specific strategies when designing their training solutions to enhance participants' ability to think through problem-solving skills and entice learning.

      

Reference

Bruer, J.T. (2007) Point of view: One of the implications of neuroscience research for science teaching and learning is: are there any? Retrieved from http://www.lifescied.org/content/5/2/104.short

Jensen, E. P. (2008). A fresh look at brain-based education. Tearcher.Net Gazette. Retrieved from Eric P. Jensen: A Fresh Look at Brain-Based Education - Teachers.Net Gazette