Wilmer Cachi Mamani

Aplicación de la neurodidáctica como herramienta de innovación en los procesos educativos

Introduction

Aplicación de la neurodidáctica como herramienta de innovación en los procesos educativos. Descubre cómo la neurodidáctica innova los procesos educativos, mejorando la práctica docente y la motivación en el aula. Revisión sistemática de su aplicación.

Abstract

El presente estudio de revisión sistemática tuvo como objetivo investigar y denotar el análisis aplicativo de las producciones científicas sobre la Neurodidáctica como herramienta de innovación en los procesos educativos, para mejorar la practica docente en el aula con una selección de 14 artículos entre 101 que se lograron identificar con similitudes en el ámbito de aplicación educacional y discusiones terminológicas, conforme a la aplicación del Método PRISMA, enmarcando su vinculación con los procesos pedagógicos y didácticos, ligando la estructura al análisis del trabajo docente en el aula en el ámbito de la atención y motivación en el margen de los procesos educativos de una forma innovadora.

Review

This systematic review, titled "Aplicación de la neurodidáctica como herramienta de innovación en los procesos educativos," addresses a highly pertinent and contemporary topic within educational research. The abstract clearly outlines the study's objective: to investigate and analyze existing scientific productions on Neurodidactics as an innovative tool for educational processes. The focus on improving teaching practice through the application of neuroscientific principles is commendable, offering a promising pathway to bridge theory and practical classroom implementation. This foundational work has the potential to consolidate understanding in a field of growing interest, making it a valuable contribution to the discourse on educational innovation. Methodologically, the study adopts a robust approach by employing a systematic review adhering to the PRISMA Method. This commitment to established guidelines enhances the reliability and replicability of the findings. The abstract indicates a focused selection of 14 articles from an initial pool of 101, which suggests a deliberate process to identify highly relevant literature. By linking neurodidactics to pedagogical and didactic processes, and specifically to aspects like attention and motivation in the classroom, the review positions itself to offer practical insights for educators. The intention to clarify the applicative analysis of scientific productions is a significant strength, providing a much-needed synthesis in this interdisciplinary area. While the abstract establishes a strong premise, the full paper will need to fully elaborate on several key aspects to maximize its impact. For instance, the nature of the "discusiones terminológicas" mentioned and how they were resolved or framed within the review would be crucial for clarity. Furthermore, a detailed articulation of how the synthesis of the 14 selected articles translates into concrete, innovative strategies for improving teaching practice would be essential. The abstract promises an "innovative way" of applying neurodidactics; the specific recommendations and a clear framework for educators derived from the review's findings will be paramount in fulfilling this promise and ensuring the practical applicability of the research. Overall, this systematic review appears well-positioned to offer a significant contribution to the field, provided these implications are thoroughly discussed.

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