Neurociencia y sus aplicaciones en el área de la Educación: una revisión bibliométrica
Abstract
Las investigaciones en el ámbito educativo sobre la temática de la neurociencia permiten interpretar elementales procesos de enseñanza-aprendizaje de cómo el cerebro puede aprender, recordar y olvidar. La neurociencia aplicada a la educación ayuda a comprender el funcionamiento del cerebro, así como la participación de los procesos neurobiológicos para la eficacia y superioridad del aprendizaje. Es por ello, que el objetivo de esta investigación fue analizar la actividad científica en torno a la neurociencia aplicada a la educación, la evolución histórica de la producción de documentos, la producción científica por países para detectar brechas científicas geográficas y la producción de documentos por área temática. Se ejecutó un análisis bibliométrico para identificar artículos asentados en la plataforma de Scopus durante el periodo 2004-2021, resultando en la selección 115 documentos que fueron sometidos a un análisis cuantitativo y cualitativo con la finalidad de establecer los distintos enfoques que sobre el tema estudiado tienen los autores involucrados. Los hallazgos mostraron una escaza producción de documentos sobre la variable en estudio, tanto en países involucrados como en los años indexados, así como una brecha científica geográfica ubicada en África.
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Hermidia, M. J., Segretin, M. S., Prats, C. S., Fraccia, C. S., Colombo, J. A., & Lipina, S. J. (2015). Cognitive neuroscience, developmental psychology, and education: Interdisciplinary development of an intervention for low socioeconomic status kindergarten children. Trends in Neuroscience and Education, 4(1–2), 15–25. https://doi.org/10.1016/j.tine.2015.03.003
Howard-Jones, P. (2014). Neuroscience and education: myths and messages. Nat Rev Neurosci, 15(2), 817–824. https://doi.org/10.1038/nrn3817
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Kaufmann, L. (2008). Dyscalculia: neuroscience and education. Educational Research, 50(2), 163–175. https://doi.org/10.1080/00131880802082658
Lindell, A. K., & Kidd, E. (2011). Why Right-Brain Teaching is Half-Witted: A Critique of the Misapplication of Neuroscience to Education. Mind, Brain, and Education, 5(3), 121–127. https://doi.org/10.1111/j.1751-228X.2011.01120.x
Malpartida Gutiérrez, J. N., Olmos Saldívar, D., Ogosi Auqui, J. A., & Cruz Huapaya, K. K. (2021). Improvement of the educational process through virtual platforms. Revista Venezolana de Gerencia, 26(Special Issue 5), 248–260. https://doi.org/10.52080/rvgluz.26.e5.17
Martín-Loeches, M. (2015). Neuroscience and education: We already reached the tipping point. Psicologia Educativa, 21(2), 67–70. https://doi.org/10.1016/j.pse.2015.09.001
Martin, R. E., & Ochsner, K. N. (2016). The neuroscience of emotion regulation development: Implications for education. Current Opinion in Behavioral Sciences, 10, 142–148. https://doi.org/10.1016 / j.cobeha.2016.06.006
Masson, S. (2015). Les apports de la neuroéducation à l’enseignement : des neuromythes aux découvertes actuelles. Approche Neuropsychologique Des Apprentissages Chez l’enfant (A.N.A.E), 134, 11–22.
Norman, G. (2016). Education and neuroscience. Advances in Health Sciences Education, 21(5), 919–920. https://doi.org/10.1007/s10459-016-9721-6
Ofen, N., Yu, Q., & Chen, Z. (2016). Memory and the developing brain: Are insights from cognitive neuroscience applicable to education? Current Opinion in Behavioral Sciences, 10, 81–88. https://doi.org/10.1016/j.cobeha.2016.05.010
Preusche, I., & Lamm, C. (2016). Reflections on empathy in medical education: What can we learn from social neurosciences? Advances in Health Sciences Education, 21(1), 235–249. https://doi.org/10.1007/s10459-015-9581-5
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Samuels, B. M. (2009). Can the differences between education and neuroscience be overcome by Mind, Brain, and Education? Mind, Brain, and Education, 3(1), 45–55. https://doi.org/10.1111/j.1751-228X.2008.01052.x
Schrag, F. (2011). DOES NEUROSCIENCE MATTER FOR EDUCATION? Educational Theory, 61(2221–237). https://doi.org/10.1111/j.1741-5446.2011.00401.x
Sodian, B., & Frith, U. (2008). Metacognition, Theory of Mind, and Self-Control: The Relevance of High-Level Cognitive Processes in Development, Neuroscience, and Education. Mind, Brain, and Education, 2(3), 111–113. https://doi.org/10.1111/j.1751-228X.2008.00040.x
Tan, Y., & Amiel, J. (2022). Teachers learning to apply neuroscience to classroom instruction: case of professional development in British Columbia. Professional Development in Education, 48(1), 70–87. https://doi.org/10.1080/19415257.2019.1689522
Tommerdahl, J. M. (2010). A model for bridging the gap between neuroscience and educatione. Oxford Review of Education, 36(1), 97,109. https://doi.org/10.1080/03054980903518936
Twardosz, S. (2012). Effects of Experience on the Brain: The Role of Neuroscience in Early Development and Education. Early Education and Development, 23(1), 96–119. https://doi.org/10.1080/10409289.2011.613735
Wiertelak, E. P., & Dunbar, G. L. (2012). Shared innovations in education: Writing and reviewing for the undergraduate neuroscience community. Journal of Undergraduate Neuroscience Education, 11(1), A112–A113.
Zadina, J. (2015). The emerging role of educational neuroscience in education reform. Psicología Educativa, 21(2), 71–77. https://doi.org/10.1016/j.pse.2015.08.005
Zhou, J., & Fischer, K. W. (2013). Culturally Appropriate Education: Insights From Educational Neuroscience. Mind, Brain, and Education, 7(4), 225–231. https://doi.org/10.1111/mbe.12030
Zupic, I., & Čater, T. (2015). Bibliometric Methods in Management and Organization. Organ. Res. Methods, 18(3), 429–472. https://doi.org/10.1177/1094428114562629
Anderson, A. (2021). Advancing School Professionals’ Dyslexia Knowledge Through Neuroscience: Bridging the Science-Education Gap Through Developmental Psychology. Frontiers in Education, 5(615791). https://doi.org/10.3389/feduc.2020.615791
Ansari, D., Coch, D., & de Smedt, B. (2011). Connecting education and cognitive neuroscience: Where will the journey take us? Educational Philosophy and Theory, 43(1), 37–42. https://doi.org/10.1111 / j.1469-5812.2010.00705.x
Aronsson, L., & Lenz Taguchi, H. (2017). Mapping a collaborative cartography of the encounters between the neurosciences and early childhood education practices. Discourse: Studies in the Cultural Politics of Education, 39(2), 242–257. https://doi.org/10.1080/01596306.2017.1396732
Bowers, J. (2016). The practical and principled problems with educational neuroscience. Psychological Review, 123(5), 600–612. https://doi.org/10.1037/rev0000025
Busso, D. S., & Pollack, C. (2015). No brain left behind: consequences of neuroscience discourse for education. Learning, Media and Technology, 40(2), 168–186.
Cervantes López, M. J., Llanes Castillo, A., Peña Maldonado, A. A., & Cruz Casados, J. (2020). Estrategias para potenciar el aprendizaje y el rendimiento académico en estudiantes universitarios. Revista Venezolana de Gerencia, 25(90), 579–594. https://doi.org/10.37960/rvg.v25i90.32402
Clark, J. (2013). Philosophy, Neuroscience and Education. Educational Philosophy and Theory, 47(1), 36–46. https://doi.org/10.1080/00131857.2013.866532
Coch, D., & DB, D. (2020). Lost in Translation: Educational Psychologists as Intermediaries Between Neuroscience and Education. Frontiers in Education, 5(618464). https://doi.org/10.3389 / feduc.2020.618464
Coelho de López-Henríquez, F. A. (2017). Neurociencia: un encuentro posible con la psicología humanística. Revista de Ciencias Sociales, 23(1), 58–66. https://doi.org/10.31876/rcs.v23i1.24945
Coello Villa, M. C. (2021). Estimulación temprana y desarrollo de habilidades del lenguaje: Neuroeducación en la educación inicial en Ecuador. Revista de Ciencias Sociales, 27(4), 309–326. https://doi.org/10.31876/rcs.v27i4.37257
Davidesco, I., Matuk, C., Bevilacqua, D., Poeppel, D., & Dikker, S. (2021). Neuroscience Research in the Classroom: Portable Brain Technologies in Education Research. Educational Researcher, 50(9), 649–656. https://doi.org/10.3102%2F0013189X211031563
De Smedt, B., Ansari, D., Grabner, R. H., Hannula-Sormunen, M., Schneider, M., & Verschaffel, L. (2011). Cognitive neuroscience meets mathematics education: It takes two to Tango. Educational Research Review, 6(3), 232–237. https://doi.org/10.1016/j.edurev.2011.10.003
Dehaene, S., Charles, L., King, J.-R., & Marti, S. (2014). Toward a Computational Theory of Conscious Processing. Curr. Opin. Neurobiol., 25, 76–84. https://doi.org/10.1016/j.conb.2013.12.005
Dubinsky, J. M. (2010). Neuroscience Education for Prekindergarten–12 Teachers. Journal of Neuroscience, 30(24), 8057–8060. https://doi.org/10.1523/JNEUROSCI.2322-10.2010
Elouafi, L., Dijo, L., & Talbi, M. (2021). Progress report in neuroscience and education: Experiment of four neuropedagogical methods. Education Sciences, 11(8), 373. https://doi.org/10.3390/educsci11080373
Espino-Díaz, L., Fernández-Caminero, G., Hernández-Lloret, C.-M., González-González, H., & Álvarez-Castillo, J.-L. (2021). Emotional intelligence and executive functions in the prediction of prosocial behavior in high school students. An interdisciplinary approach between neuroscience and education. Children, 8(9), 759. https://doi.org/10.3390/children8090759
Ferrari, M. (2011). What can neuroscience bring to education? Educational Philosophy and Theory, 43(1), 31–36. https://doi.org/10.1111/j.1469-5812.2010.00704.x
Gearin, B. M., & Fien, H. (2016). Translating the neuroscience of physical activity to education. Trends in Neuroscience and Education, 5(1), 12–19. https://doi.org/10.1016 / j.tine.2016.02.001
Gerbier, É., & Toppino, T. C. (2015). The effect of distributed practice: Neuroscience, cognition, and educationtle. Trends in Neuroscience and Education, 4(3), 49–59. https://doi.org/10.1016/j.tine.2015.01.001
Goswami, U. (2006). Neuroscience and education: from research to practice? Nat Rev Neurosci, 7, 406–411. https://doi.org/10.1038/nrn1907
Hermidia, M. J., Segretin, M. S., Prats, C. S., Fraccia, C. S., Colombo, J. A., & Lipina, S. J. (2015). Cognitive neuroscience, developmental psychology, and education: Interdisciplinary development of an intervention for low socioeconomic status kindergarten children. Trends in Neuroscience and Education, 4(1–2), 15–25. https://doi.org/10.1016/j.tine.2015.03.003
Howard-Jones, P. (2014). Neuroscience and education: myths and messages. Nat Rev Neurosci, 15(2), 817–824. https://doi.org/10.1038/nrn3817
Jauset-Berrocal, J. A., Martínez, I., & Añaños, E. (2017). Music learning and education: Contributions from neuroscience / | [Aprendizaje musical y educación: Aportaciones desde la neurociencia]. Cultura y Educacion, 29(4), 833–847. https://doi.org/10.1080 / 11356405.2017.1370817
Kaufmann, L. (2008). Dyscalculia: neuroscience and education. Educational Research, 50(2), 163–175. https://doi.org/10.1080/00131880802082658
Lindell, A. K., & Kidd, E. (2011). Why Right-Brain Teaching is Half-Witted: A Critique of the Misapplication of Neuroscience to Education. Mind, Brain, and Education, 5(3), 121–127. https://doi.org/10.1111/j.1751-228X.2011.01120.x
Malpartida Gutiérrez, J. N., Olmos Saldívar, D., Ogosi Auqui, J. A., & Cruz Huapaya, K. K. (2021). Improvement of the educational process through virtual platforms. Revista Venezolana de Gerencia, 26(Special Issue 5), 248–260. https://doi.org/10.52080/rvgluz.26.e5.17
Martín-Loeches, M. (2015). Neuroscience and education: We already reached the tipping point. Psicologia Educativa, 21(2), 67–70. https://doi.org/10.1016/j.pse.2015.09.001
Martin, R. E., & Ochsner, K. N. (2016). The neuroscience of emotion regulation development: Implications for education. Current Opinion in Behavioral Sciences, 10, 142–148. https://doi.org/10.1016 / j.cobeha.2016.06.006
Masson, S. (2015). Les apports de la neuroéducation à l’enseignement : des neuromythes aux découvertes actuelles. Approche Neuropsychologique Des Apprentissages Chez l’enfant (A.N.A.E), 134, 11–22.
Norman, G. (2016). Education and neuroscience. Advances in Health Sciences Education, 21(5), 919–920. https://doi.org/10.1007/s10459-016-9721-6
Ofen, N., Yu, Q., & Chen, Z. (2016). Memory and the developing brain: Are insights from cognitive neuroscience applicable to education? Current Opinion in Behavioral Sciences, 10, 81–88. https://doi.org/10.1016/j.cobeha.2016.05.010
Preusche, I., & Lamm, C. (2016). Reflections on empathy in medical education: What can we learn from social neurosciences? Advances in Health Sciences Education, 21(1), 235–249. https://doi.org/10.1007/s10459-015-9581-5
Purdy, N. (2008). No Title. Irish Educational Studies, 27(3), 197–208. https://doi.org/doi.org/10.1080/03323310802242120
Purdy, N., & Morrison, H. (2009). Cognitive neuroscience and education: unravelling the confusion. Oxford Review of Education, 35(1), 99–109. https://doi.org/10.1080/03054980802404741
Ruiter, D. J., Van Kesteren, M. T. R., & Fernandez, G. (2012). How to achieve synergy between medical education and cognitive neuroscience? An exercise on prior knowledge in understanding. Advances in Health Sciences Education, 17(2), 225–240. https://doi.org/10.1007/s10459-010-9244-5
Rushton, S. (2011). Neuroscience, Early Childhood Education and Play: We are Doing it Right! Early Childhood Education Journal Volume, 39, 89–94. https://doi.org/10.1007/s10643-011-0447-z
Rushton, S., Juola-Rushton, A., & Larkin, E. (2010). Neuroscience, Play and Early Childhood Education: Connections, Implications and Assessment. Early Childhood Education Journal, 37, 361–361. https://doi.org/10.1007/s10643-009-0359-3
Samuels, B. M. (2009). Can the differences between education and neuroscience be overcome by Mind, Brain, and Education? Mind, Brain, and Education, 3(1), 45–55. https://doi.org/10.1111/j.1751-228X.2008.01052.x
Schrag, F. (2011). DOES NEUROSCIENCE MATTER FOR EDUCATION? Educational Theory, 61(2221–237). https://doi.org/10.1111/j.1741-5446.2011.00401.x
Sodian, B., & Frith, U. (2008). Metacognition, Theory of Mind, and Self-Control: The Relevance of High-Level Cognitive Processes in Development, Neuroscience, and Education. Mind, Brain, and Education, 2(3), 111–113. https://doi.org/10.1111/j.1751-228X.2008.00040.x
Tan, Y., & Amiel, J. (2022). Teachers learning to apply neuroscience to classroom instruction: case of professional development in British Columbia. Professional Development in Education, 48(1), 70–87. https://doi.org/10.1080/19415257.2019.1689522
Tommerdahl, J. M. (2010). A model for bridging the gap between neuroscience and educatione. Oxford Review of Education, 36(1), 97,109. https://doi.org/10.1080/03054980903518936
Twardosz, S. (2012). Effects of Experience on the Brain: The Role of Neuroscience in Early Development and Education. Early Education and Development, 23(1), 96–119. https://doi.org/10.1080/10409289.2011.613735
Wiertelak, E. P., & Dunbar, G. L. (2012). Shared innovations in education: Writing and reviewing for the undergraduate neuroscience community. Journal of Undergraduate Neuroscience Education, 11(1), A112–A113.
Zadina, J. (2015). The emerging role of educational neuroscience in education reform. Psicología Educativa, 21(2), 71–77. https://doi.org/10.1016/j.pse.2015.08.005
Zhou, J., & Fischer, K. W. (2013). Culturally Appropriate Education: Insights From Educational Neuroscience. Mind, Brain, and Education, 7(4), 225–231. https://doi.org/10.1111/mbe.12030
Zupic, I., & Čater, T. (2015). Bibliometric Methods in Management and Organization. Organ. Res. Methods, 18(3), 429–472. https://doi.org/10.1177/1094428114562629
Published
2022-03-11
How to Cite
Espina Romero, L. del C., & Guerrero Alcedo, J. M. (2022). Neurociencia y sus aplicaciones en el área de la Educación: una revisión bibliométrica. Revista Venezolana De Gerencia, 27(98), 512-529. https://doi.org/10.52080/rvgluz.27.98.9
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