THE MULTI-CODE LANGUAGE OF THE MIND. A SURVEY ON TEACHERS’ EDUCATIONAL PRACTICES
Abstract
In planning the educational offer, the educator/teacher must consider the emerging neuroscientific evidence concerning the multi-codic language of the mind and the peculiarity of each evolutionary trajectory. After framing the different multi-codic influences that characterize the formation of brain configurations (two examples are reported: one linked to the cognitive sphere and one linked to motor skills and corporeality), the consequent peculiarity of each student or person in training is underlined. In the second part of the paper, a survey conducted with 440 teachers of the first and second cycle school during the second semester of the A.S. 2020/2021. The survey was conducted through the administration of the “Questionnaire for the detection of neuro-didactic practices” and aims to measure the level of knowledge and use of the neuro-educational and neuro-didactic principles in the teaching practice of teachers. With respect to the five areas investigated (transversal, cognitive, socio-affective, linguistic and praxic-motor), the most significant results are discussed regarding the programming of activities and teaching material, taking into consideration some neuro-educational principles concerning the multi-codic functioning of the brain.
Keywords
Full Text:
PDF (Italiano)References
Bolognini, N. & Vallar, G. (2015). Stimolare il cervello. Manuale di stimolazione cerebrale non invasiva, Bologna: Il Mulino.
Chang, Y. (2014). Reorganization and plastic changes of the human brain associated with skill learning and expertise. «Frontiers in human neuroscience», 8, 35.
Cozolino, L. (2013). The Social Neuroscience of Education: Optimizing Attachment and Learning in the Classroom (The Norton Series on the Social Neuroscience of Education). WW Norton & Company.
Gibson, J.J. (2014). The ecological approach to visual perception: classic edition. Psychology Press.
Guillén, J. C. (2021). Neuroeducazione in classe. Dalla teoria alla pratica, Roma: Il Bruco farfalla.
Haier, R. J., Siegel, B., Tang, C., Abel, L., & Buchsbaum, M. S. (1992). Intelligence and changes in regional cerebral glucose metabolic rate following learning. Intelligence, 16(3-4), pp. 415-426.
Jensen, E.P. (2008). A fresh look at brain-based education, «Phi Delta Kappan», (LXXXIX) 6, p. 408-417.
Kitabatake, Y., Sailor, K.A, Ming, G.L. & Song, H. (2007). Adult neurogenesis and hippocampal memory function: new cells, more plasticity, new memories? «Neurosurgery Clinics», XVIII, 1, pp. 105-113.
Làdavas, E. & Berti, A. (2009). Neuropsicologia, Bologna: Il Mulino.
Mueller, S., Wang, D., Fox, M. D., Yeo, B. T., Sepulcre, J., Sabuncu, M. R., ... & Liu, H. (2013). Individual variability in functional connectivity architecture of the human brain. «Neuron», 77(3), pp. 586-595.
Oliverio, A. (2018). Neuroscienze e educazione, «Research Trends In Humanities Education & Philosophy», 5 (2018), pp. 1-4.
Pereira, A.C., Huddleston, D.E., Brickman, A.M., Sosunov, A.A., Hen, R., McKhann, G.M. & Small, S.A. (2007). An in vivo correlate of exercise-induced neurogenesis in the adult dentate gyrus, «Proceedings of the National Academy of Sciences», 104, 13, pp. 5638-5643.
Regni, R., & Fogassi, L. (2019). Maria Montessori e le neuroscienze. Cervello, mente, educazione. Roma: Fefè Editore.
Rivoltella, P.C. (2012). Neurodidattica. Insegnare al cervello che apprende, Milano: Raffaello Cortina.
Sablonnière, B. (2018). Una nuova geografia del cervello: Funzioni e risorse di un organo sorprendente, Bari: Edizioni Dedalo.
Shors, T. J., Anderson, M. L., Curlik Ii, D. M., & Nokia, M. S. (2012). Use it or lose it: how neurogenesis keeps the brain fit for learning. Behavioural brain research, 227(2), pp. 450-458.
Tomlinson, C. A., & Murphy, M. (2015). Leading for differentiation: Growing teachers who grow kids. ASCD.
Van Praag, H., Christie, B.R., Sejnowski, T.J. & Gage, F.H. (1999). Running enhances neurogenesis, learning, and long-term potentiation in mice, «Proceedings of the National Academy of Sciences», 96, 23, pp. 13427-13431.
DOI: https://doi.org/10.32043/gsd.v5i3.413
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Italian Journal of Health Education, Sports and Inclusive Didactics
ISSN printed: 2532-3296