Neuroscientific Theories of Learning and Their Implication in the Knowledge Construction of University Students
Teorías neurocientíficas del aprendizaje y su implicación en la construcción de conocimiento de los estudiantes universitarios
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This article invites readers to reflect on the different neuroscientific theories of learning: the theory of the triune brain, the whole brain, the brain as a basis for learning, right brain versus left brain, and the theory of multiple intelligences; as well as their direct implication in the process of searching and constructing knowledge for University students, as evidenced in curriculum structure, implementation of teaching and facilitation methodologies and in evaluation systems, among others.
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