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Research-Based Strategies to Ignite Student Learning: Insights from a Neurologist and Classroom Teacher
Abstract
The author of this book combs through brain research and pulls out the information that is most valid and relevant to classroom teaching. It describes how to enhance students' memory and test-taking abilities and presents ways to captivate and hold students' attention and encourage their participation and progress. This is the first book ever written by an author who is both a neurologist and a classroom teacher. Following a preface, this book comprises four chapters: (1) Memory, Learning, and Test-Taking Success; (2) Strategies to Captivate Students' Attention; (3) How Stress and Emotion Affect Learning; and (4) Assessment That Builds Dendrites. The book concludes with a Bibliography; Afterword (The Future is Now); About the Author; Related ASCD Resources: The Brain and Learning; and An ASCD Study Guide for Research-Based Strategies to Ignite Student Learning.
... There are a multitude of reasons why now is the time to get kids up and moving to learn throughout the school day. Current research on the brain has shown that movement is vital for learning, growing brain cells in the areas where long-term memories are stored, improving retention, producing serotonin that helps students feel good about school, and improving physical and emotional well-being Ratey, 2008;Rinne et al., 2011;Willis & Willis, 2020). Most children in the US are not getting the daily recommended amount of exercise during the day, so schools stepping it up in this area can have a major impact on student health (The National Office of Disease Prevention and Health Promotion, 2022). ...
... There is mounting evidence of the positive effects of physical activity on student learning. Movement helps students focus and perform better in academic arenas, improves memory, and increases retention Ratey, 2008;Rinne et al., 2011;Willis & Willis, 2020). John J. Ratey (2008), in his pivotal book SPARK: The Revolutionary New Science of Exercise and the Brain, literally got us all moving in the right direction. ...
... BDNF stimulates growth of new neurons, supports brain plasticity, and improves function which is essential for learning and memory (Bathina & Das, 2015). Willis and Willis (2020) share that movement is associated with increased release of dopamine in the brain which has many benefits for students. She suggests that integrating movement in the learning process is a great way to "ignite" students' learning. ...
... If we use one part of the brain more than another, say by playing the guitar for example, then those parts of the brain responsible for left-and right-hand fine movements become denser with neurons. The more we use a particular part of our brain, the more it develops through the release of chemicals called neutrophins (Willis, 2006). Brain plasticity research shows that highly focused techniques targeted at specific areas of the brain can assist learning. ...
... Emotions and hormones play a vital role in learning, memory, and decision-making (Damasio, 2003;Immordino-Yang & Damasio, 2007, Ingleton, 1999, particularly dopamine. The more satisfying, engaging, and exciting the education process, the more internally reinforcing it is to the learner through the release of dopamine (Willis, 2006). When people solve a problem themselves, they release a host of neurotransmitters such as adrenaline and dopamine in the brain, which create a sense of excitement (Stahl, 2002). ...
... A great deal of learning from birth is achieved by exploring, by being engaged in doing things and discovering how the world works. The more satisfying, engaging and exciting the education process, the more internally reinforcing it is to the learner through the release of dopamine (Willis, 2006). ...
Heutagogy or self-determined learning and learner agency.
... The importance of foundation pillars for effective learning such as establishing student attention and retaining engagement, providing active learning tasks, scaffolding learning, promoting time for practice and mastery of skills and designing personal and authentic learning and assessment activities are reinforced in academic literature which references contemporary neuroscience research (Willis, 2006;Jensen, 2008;Sousa, 2011;Hardiman, 2012;Weinstein & Sumeracki, 2018). ...
... The second benefit of an Assessment Rubric is that it minimises the uncertainty and stress for students as it provide a clear picture of what is required in the task and how it will be assessed. Lack of clarity around assessment is acknowledged as one of the key barriers to effective learning and assessment performance (Willis, 2006;Hardiman, 2012). ...
The rapid spread of the COVID-19 pandemic in the first half of 2020 disrupted and changed higher education across the world, and into the future. Campuses were shut down, almost overnight. International and State borders were closed and business models that relied heavily on high-paying international students collapsed. University leaders and academics were forced to find new ways of attracting, engaging with, and retaining students. This paper describes a project that was undertaken in Australia in 2021 which investigated the implications of, and scope for online assessment in this ‘new virtual world’ of learning and teaching in higher education. After extensive research and consultation, the project developed a Digital Assessment Framework dubbed DASH C21, which stands for Digital Assessment Stretching Horizons for the 21st Century. The Framework is based on a set of underpinning principles and values; the Inputs. The Inputs feed into four Dimensions. These Dimensions are Practices and Pedagogies, Strategies, Emerging Technologies and Stretching Horizons. The Outputs are a series of authentic, innovative, experiential and forward looking, digital assessments, reinforced by academic integrity values. This paper will be of particular interest to higher education senior managers, academics, learning and teaching specialists, staff professional developers and curriculum designers. Keywords: Digital Assessment Framework
... Motivation is another positive feeling towards classes; according to research, its levels are connected to class engagement (39) . Students with intrinsic motivation are authentically engaged to practice learning in behavioral, emotional, and agentic dimensions (40) . ...
... Stress prevents the information storage process (42) , which is a feeling that comes from very different sources (conflicts, life changes, pressure, among others) (43) . Besides, the lack of motivation decreases as the school level increases (39) ; therefore, adolescent students become less motivated than children. There are also psychosocial factors involved in student participation; fear, embarrassment, social isolation, judgment, and discrimination are barriers to participation (44) . ...
Introduction:
Affectivity has a fundamental role in educational systems' training process. However, there are no updated studies that show the different socio-affective agents used in the creation of physical habits in the child and adolescent population in school systems.
Objective:
To review and analyze previously published research that studied the influence of affectivity on children and adolescents' physical habits in school systems.
Materials and methods:
A systematic review was conducted with articles published between 2010 and 2020, which connected affectivity and physical habits. The electronic search was performed through Web of Science, Scopus, and Scielo databases. All articles that studied the influence of affectivity on the population's physical habits were included.
Results:
Three studies that analyzed the influence of affectivity on children and adolescents' physical habits were found.
Conclusions:
At the end of the systematic review, it was demonstrated that there is a significant relationship between affectivity and the physical habits in child and adolescent populations. It was also possible to observe that this influence, positive or negative, determines the child and adolescent population's interest in physical activity and sports in adult life.
... However, it would be valuable if other teacher-researchers tried and evaluated some of these approaches, particularly those from educational neuroscience, where recommendations are based on relatively recent research findings. Part 1 will focus on two approaches rooted in cognitive psychology: Cognitive Load Theory (CLT) and Cognitive Acceleration through Science Education (CASE); part 2 will focus on approaches from educational neuroscience: The Brain-Targeted Teaching Model (Hardiman, 2012) and Research-Based Strategies to Ignite Student Learning (Willis, 2006). ...
... If Sam had received adequate INSET in using CASE, I believe both his delivery and experience of the approach (and his pupils') would have been more positive and ultimately more beneficial. Part 2 will examine two different teaching approaches that incorporate educational neuroscience into their pedagogy: The Brain-Targeted Teaching Model (Hardiman, 2012), and Research-Based Strategies to Ignite Student Learning (Willis, 2006). ...
This article is the first of a two-part series that explores science teachers' and their pupils' experiences of using different pedagogical approaches based on understandings of how brains learn. For this case-study research, nine science teachers were interviewed and four teachers self-selected to trial a pedagogical approach, new to them, from cognitive psychology and educational neuroscience, using an action research framework for between one and two academic years. Both teachers' and their pupils' experiences of using the approach were explored, and data were collected via observations, interviews with teachers and focus-group interviews/ written questionnaires with pupils. As in case study research, each case was examined in depth, and consequently findings are not necessarily generalisable to other cases. However, it would be valuable if other teacher-researchers tried and evaluated some of these approaches, particularly those from educational neuroscience, where recommendations are based on relatively recent research findings. Part 1 will focus on two approaches rooted in cognitive psychology: Cognitive Load Theory (CLT) and Cognitive Acceleration through Science Education (CASE); part 2 will focus on approaches from educational neuroscience: The Brain-Targeted Teaching Model (Hardiman, 2012) and Research-Based Strategies to Ignite Student Learning (Willis, 2006).
... For instance, embodied cognition in lesson plans that include kinesthetic activations and, which focus on growing white matter structures pertaining to focus and attention (Ratey, 2008), looks very different from planning sessions for 'content' lessons (Medvedich, 2024;Willis, 2011). Most teachers inherited a fixed mindset by sheer dint of long years in immersive observation (Willis, 2006). By contrast, Neural Enrichment educators portray embodied cognitive thinking-it's not about content; it's about architecting children's learning brains (O'Mahony, 2021). ...
This study describes an academic enrichment intervention for 15 ‘high risk’ children who were pulled out of General Education classrooms in Bangalore India for 40 minutes four-times a week during a typical school year. Could a brain-based intervention reduce achievement gaps that showed up for these children in terms of below-grade academic outcomes and impoverished social and emotional wellbeing? The null hypothesis stated that a teacher’s mental model that shifted to brain-based methodology would have no perceivable effect on (i) children’s academic achievement or (ii) their social and emotional engagement. This study was grounded in teacher education literature involving mental models that illuminate classroom management techniques. Subjects were drawn from second grade students (mean 6.7 years; n = 15). Study was an opportunistic quasi-experimental design reflecting school life across India. Qualitative ethnographic data using grounded theory were triangulated with quantitative measures that best account for observed outcomes. Findings highlight significant academic, and social and emotional growth, which dramatically reduced the achievement gap for all participants.
... But when IPLS students with Biology major choose Birst activity and students with marine science major choose second activity, they are more joyfully engaged in the activity. It has been found that opportunities having choices motivate students by building ownership in the learning and motivated students process their understanding and store it in longterm memory more effectively [18]. Encouraging students ask questions and work through problems on their own incorporate students' choice in the classroom. ...
Physics has a reputation among majority of life sciences students for being very complicated and tough. If we leave students with this impression, it is likely that students see physics class as useless and irrelevant to life sciences. Concepts of physics are vital in oder to understand physics based technological tools and biophysical topics essential and relevant for life sciences. This review summarizes approaches for improving teaching and learning in introductory physics courses to life science students in the SCALE- UP style. We also discuss our experiences in adapting IPLS Courses to better meet the needs of life sciences students. to better meet the needs of life sciences students.
... Educators working with findings from contemporary neuroscience on how the brain learns point to a number of brain-friendly learning strategies or learning enablers which facilitate effective learning (Willis, 2007(Willis, & 2020Hardiman, 2012). Effective feedback is named as one of the learning enablers, along with the provision of interactive and engaging activities, sequential learning tasks and fun and relevant activities. ...
Still rebounding from the impact of the global pandemic, the higher education sector is being challenged even further by the next wave of Artificial Intelligence (AI) technologies. These technologies have the power to generate in a matter of seconds, quality text, images, music and coding responses to questions or prompts entered into an online chat box. Currently, one of the most accessible and popular text generators is OpenAI’s ChatGPT which was released in November 2022. Early evaluation indicates that the quality of the responses exceed standard pass rates for comparable university assessments. Even if academic protocols mandate that text cited from AI sources should be acknowledged and referenced as any other source material, the speed, accessibility and high quality of the AI material justifies a rethink of the purpose of higher education and a redesign of curriculum, pedagogy and assessment. An initial suggestion being promoted in the sector is that learning outcomes and assessments should move away from a focus on content memorisation and recall, to development of higher order thinking skills such as critical analysis, evaluation, resilience, creativity, problem solving, appraising and mastery of verbal communication and computer literacy. This preliminary paper examines some of the literature to date, which discusses potential risks and threats, as well as the opportunities to enhance learning, embedded in this new wave of emerging AI technologies in higher education. Keywords: Artificial Intelligence technologies, generative text software, implications for curriculum, pedagogy and assessment design.
... Finally, more recent studies showed smaller effect sizes, but this effect was no longer significant after controlling for other significant or borderline-significant moderators. A first explanation for the stronger effect of experienced safety may reside in its direct psychological survival value, since a threat to safety or security can substantially increase both stress levels and aggression (Moore et al., 2017(Moore et al., , 2020Willis & Willis, 2020). Another explanation for the finding that Safety correlates stronger with antisocial behavior than the other group climate dimensions is a contamination of the measures for safety and antisocial behavior, to the extent that assessments of unsafety and antisocial behavior both tap aggressive and violent behavior at the living group. ...
A systematic review and multilevel meta-analysis was performed (28 studies and 313 effect sizes) on the relation between residential group climate (i.e., safety, atmosphere, repression, support, growth, structure) and antisocial behavior, including aggression and criminal recidivism. A systematic search was conducted in PsychINFO, ERIC, and OVID Medline up to February 2023. Results showed a small but significant association (r = .20) between residential group climate and antisocial behavior, equivalent to a 23% reduction of antisocial behavior in all clients receiving care in a residential facility with a therapeutic group climate. Moderator analyses showed that experienced safety was more strongly related to antisocial behavior (r = .30) than the other dimensions of group climate (.17 < r < .20), while the effect size was somewhat larger for adults (r = .24) than for youth (r = .15). We conclude that residential facilities should consider safety as a priority and should involve clients in a positive process of change through the development of a therapeutic environment and delivery of evidence-based treatment, addressing their needs from the perspective of rehabilitation.
... The same is true for writing, especially for those learning how to write. A learner's brain needs to be flexible, and it develops by using multiple tools and methods (Eagleman, 2015;Sousa, 2011;willis, 2006). ...
Employing a number of crucial discoveries in neuroscience and drawing from years of valuable teaching experience, I show that creative writing is the most effective and natural kind of writing to help English language learners (ELLs) develop their writing skills. Based on over 25 years of language teaching experience, I argue that creative writing helps students find their unique writing style and voice, nurtures confidence in the craft, creates a genuine relationship with the skill, and successfully articulates their feelings and thoughts to a desired audience. Core writing problems for ELLs are addressed and creative writing is suggested as a powerful solution to many of these issues. A very successful creative writing workshop developed at an American Intensive English Program is offered to illustrate how essential the various genres of creative writing are for ELLs. This creative writing program developed the ELLs’ writing skills significantly more than any of the traditional kinds of academic writing activities or assignments. In most cases, the ELLs improved 30% to 45% on their writing exit exams after completing the creative writing program. The exit exam results for the academic writing course were considerably lower when compared to the creative writing program results. The article concludes by showing how discoveries in neuroscience and cognitive psychology support the use of creative writing over other forms of writing used in Academic English Programs and Intensive English Programs.
... However, over the past decade or two, a handful of educators, many of whom also have backgrounds and training in neuroscience, medicine or psychology have been studying outcomes from neuroscience research, in pursuit of a better understanding of how to translate and apply these findings into sound educational principles and practice. Willis (2006Willis ( & 2007 and Zull (2002). Collectively, their pioneering works provide a treasure-trove of science-based ideas for engaging and supporting learners. ...
The current COVID pandemic has given rise to the need for the Innovative adaptation of technology in education as a means of sustaining educational progress whilst maintaining the health prerequisites for students. Online learning has been prevalent in many countries but is still not advanced in developing countries such as South Africa due mainly to access constraints which are rooted in systemic inequality which needs fundamental redress if the digital divide is to be overcome. This paper explores online learning trajectories, platforms and applications that have proven to be successful. This study focuses methodologically on existing cases found in the literature and comparisons with South Africa are made in the qualitative analysis. This paper aims at providing guidelines and recommendations to South African educational institutions with regard to a way forward during the era of physical distancing.
... Clearly, not only extensive reading, but also extensive listening should provide the listeners with a sense of enjoyment to facilitate retention of the linguistic features in their memory. Emotional engagement is recommended as a useful tool to aid the memory (Willis, 2006). A skilful practitioner can introduce rhyme in the context of verse or song in order to encourage the enjoyment and therefore retention of the material presented in both extensive listening and reading. ...
Extensive listening is recommended as a method of facilitating extensive reading, because an auditory representation can enhance comprehension of the written word. Clearly, the quality of what is listened to needs to be addressed. The ideal type of listening for beginners would exaggerate the prosodic features of everyday language in order to reinforce grammatical boundaries, and contain sufficient repetition so that the language can function as a mnemonic device. Extensive listening to rhyme for children learning L2 English is suggested as a means of furthering this aim. This could be effective for learners of any age, but here it is suggested that children in Japan be exposed to rhyme from kindergarten and throughout elementary school.
... Although this simple repetition does not appear to be very efficient at transferring information into permanent memory. Rather, deliberate efforts and elaborative rehearsal appears to be the most effective set of processes for the encode and transfer of information from short-term memory into long-term memory (Sousa, 2016;Willis, 2006) (I will discuss the long-term memory and elaborative rehearsal in the next section). ...
Given the ubiquitous nature of interactions across applications and systems, users often need to alternate between devices, software, or techniques to complete a single task. In this thesis, I investigate retroactive transfer when users alternate between different interfaces. Retroactive transfer is the influence of a newly learned interface on users' performance with a previously learned interface. I explore the theoretical and psychological foundations behind learning, skill acquisition, and transfer of skill to better characterize the retroactive transfer phenomenon. In an interview study, participants described their experiences when alternating between different interfaces, e.g. different operating systems, devices, or techniques. Negative retroactive transfer related to text entry was the most frequently reported incident. I then report on a laboratory experiment that investigated the impact of similarity between two keyboard layouts, and the number of alternations between them, on retroactive interference. Results indicate that even small changes in the interference interface produced a significant performance drop for the entire previously learned interface. The amplitude of this performance drop decreases with the number of alternations. Based on the findings of this thesis, the retroactive transfer should receive more attention by designers in Human-Computer Interaction (HCI). Their interfaces should be more systematically evaluated not only for intramodal learning and proactive transfer but also for retroactive transfer.
... Hence a modern Social Studies classroom finds ways to blend their stories into the curriculum most especially these days in which to teach Social Studies requires teachers to push away archaic mentality, boundaries and rigidity that have traditionally confined the discipline. Willis (2006) submits that in modern Social Studies classroom, atmosphere of exuberant discovery where students of all ages retain that kindergarten enthusiasm of embracing each day with the joy of learning. The Social Studies may be about chronicling events and memorizing dates, but modern Social Studies classroom is less about description, than about explanation. ...
Social Studies came as a corrective study with staunch commitment of grooming and repositioning citizens to acquire required knowledge, skills, attitude and values necessary for active participation in societal activities. The purpose of the Social Studies curriculum is to allow students become smart thinkers who proffer plausible solution to personal, community and world problems. Traditional Social Studies classroom is identified with concepts and themes like multidisciplinary field, learner as empty slate (tabula rasa), teacher-centered approach, convergent learning and so on. With the introduction and adoption of Howard Gardner's multiple intelligence theory in the 21 st century Social Studies classroom, the conventional means of teaching and learning will fizzle into oblivion. The resultant effect tends to be integrated approach of teaching-learning, learners as pathfinders, teachers as facilitators, and above all experiential learning. This study therefore advocates for modern Social Studies classroom which addresses core issues around human beings and places learners at the centre of all that transpires in classroom setting. Students should be shown the world, not just talk about it, but a restoration of joy of learning into the 21 st century Social Studies classroom where there is curriculum of role plays, simulations, and demonstrations that can bring alive social dynamics within the classroom. Modern Social Studies classroom should be entrusted in the hands of professionally trained Social Studies educationists.
... The spirit of learning and going to school has changed in a positive direction, so it can be predicted that boat class students will all go to school to a higher level. From the results of this study, according to [33], that all educators and people who care about education need a diverse understanding of educational theory. In this connection, humanistic theory is very relevant to the conditions described in this study. ...
This research aimed to explore the roles performed by ICT teachers and conventional ones in the implementation of boating class for coastal students in Pangkep Regency. It is specifically focusing on roles as educators, mentors, managers, and evaluators. The research used descriptive qualitative approach. Two ICT teachers and two conventional ones were taken as the subjects of the research using purposive sampling technique. The results of the research showed that (1) In educating role, both ICT and conventional teachers act as models who possess emphatic feeling towards their students and environment. If the conventional teachers teach students at boat class conventionally using printed modules, the ICT teachers make use of ICT applications such as Whatsapp beside the use of printed modules, (2) In mentoring role, conventional teachers display their patience and loyalty to provide unrestricted knowledge to students inside and outside the classroom whereas ICT teachers provide students with more flexible services using social media applications in discussing the student worksheet and giving feedback, (3) In managerial role, conventional teachers organize the class directly so that the class becomes quiet, convenient, and students do not disturb each other. Differently, ICT teachers manage the class virtually from planning to evaluation. The teaching materials and worksheet are not only given in printed modules but also uploaded online via Whatssapp. and (4) In evaluating role, onventional teachers evaluate the students’ cognitive competence by using printed test. However, ICT teachers make use of technological aids in evaluating students’ competence and skill. The test is made in google form and its link is sent to students so that the students can do it wherever and whenever they are available.
... Thinking styles or intelligence suggests that learners have tendencies toward certain modes of thinking (Sternberg, 1985(Sternberg, , 1996 and a great deal of research states that there are benefits to addressing preferences even if the ultimate determinations are not made to fit with a learner's preferred mode (Grigorenko and Sternberg, 1997;Saxe, 1990;Sternberg et al., 1998). Differentiation was also initially based on ideas supported by literature and research investigating the human brain indicating that multiple learning pathways can be created neurologically (Willis, 2007). These theories state that more areas of the brain can store information about a topic because there is interconnection and cross-referencing with a different storage section (holographic representation) that enables learning instead of memorization. ...
Purpose – This paper explores differentiated instruction in relation to experiential learning in management education by examining three teaching applications from different management courses to illustrate these concepts.
Design/methodology/approach – This study utilizes an exploratory multiple-case design research method using three undergraduate management courses at a medium-sized private comprehensive college near a large metropolitan area in the USA.
Findings – The use of differentiated instruction in management education is supported through varied approaches such as individual student and team-based scaffolding that demonstrate the applicability of differentiation. In addition to improving student learning, other benefits include improved student retention and faculty autonomy in course creation and delivery. The implementation involves a proactive response to learner needs informed by a faculty perspective that recognizes student diversity yet retains quality assurance standards with mindful assessment and planning.
Research limitations/implications - The comparatively small number of courses and instructional methods may make the specific findings and examples more relevant to the type of institution examined. Yet, the general conclusions and methods identified have potential implications for learners in a wide variety of colleges and universities.
Practical implications – Differentiated instruction may be a useful approach for enhancing learning in heterogenous groups of students by recognizing student readiness and making appropriate modifications.
Originality/value – This paper offers an exploratory overview of differentiated instruction with guidance for management faculty in designing and implementing these approaches in their courses.
... Second, based on the conclusions of prior research, we wanted to improve student MCQ test-taking ability and confidence by getting them to better understand the uniqueness of the MCQ format through actively self-generating their own MCQs. Prior research on individual learning suggests that most individuals learn a method or process better if they actively engage in the method or process instead of simply reading about it or listening to lectures or relevant material on the subject (Willis 2006;Moye, Dugger, and Stark-Weather 2014;Illeris 2018). Accordingly, we wanted to actively engage accounting students in this potential learning activity. ...
Prior non-accounting research has generally concluded that students obtain performance benefits from self-generating multiple choice questions (MCQs). We examine accounting students completing an extra-credit assignment to self-generate MCQs and its association with examination performance gains. Using students from a large public and small/medium-sized private university, across multiple courses and semesters, we find that students completing the assignment did not outperform students in the same courses, with the same instructors, not offered the assignment. We find that these results hold across students of all initial performance quartiles. Our results suggest that prior educational research may overestimate the benefits of MCQ self-generation by not performing appropriate control group comparisons. We provide evidence that voluntary self-generation of MCQs may be a way to identify students seeking to improve their course performance, but in and of itself it may not be an effective method to improve student performance on MCQ examinations.
Data Availability: Data are available upon request, after the completion of a related study.
JEL Classifications: M49.
... In this area (Cardellicho & Field, 1997) teaching strategies motivate intercellular thinking and build successful learning, by creating new links between nerve cells. This prompts the individual to expand thinking about new paths that he has not taken before and to unleash the maximum potential of the human mind to work together with real life environments (Willis, 2006;Zull, 2011), as in the following: ...
This study investigates the effect of training programs on students at the Department of Mathematics/College of Education/University of Misan, Iraq. It used Neural Branching strategies on their teaching performance and productive mind's habits. The study sample consisted of (70) male and female students in fourth stage, divided into two classes. One was an experimental group (which used the training program) and the other a control group (without the training program), for the first semester of the academic year 2017-2018. The two groups equalized in several variables. Observation cards of teaching performance, and scales for mind productive habits, were prepared in accordance with the learning dimensions model of Marzano. The experimental group was trained according to the program prepared for this purpose. During the practical training (application) the research applied the instruments on the two groups. The statistically significant results show differences in the main average of the two groups, in the observation card of teaching performance, and in scale of mind productive habits for the experimental group. In light of the results conclusions, recommendations and suggestions have been made.
... Senso assim, estímulos propulsores de motivação, é o ponto de partida para desenvolver habilidades para investigar, descobrir e resolver problemas que cercam o ambiente em que se ensina, promovendo no aluno o máximo de experiência possível. Em adição, vale ressaltar que o interesse por parte do aluno é algo imprescindível para o desenvolvimento e retenção do conhecimento (WILLIS, 2006). Revista Querubim -revista eletrônica de trabalhos científicos nas áreas de Letras, Ciências Humanas e Ciências Sociais -Ano 16 Nº41 vol. 3 -2020 ISSN 1809-3264 ...
... 2) In learning sciences pedagogical parlance, this is akin to adjusting the internal cognitive state of a learner by moving him/her out of the amygdala (reactive) brain by accessing the 'generative' executive function brain of the prefrontal cortex for deep engagement in a learning space. [43,44] After the 'Moment of Disequilbrium,' the scientist (who through nonverbal and verbal behaviors had withdrawn figuratively and literally from the joint attentional space on the desk, as seen in Fig 4C) re-emerges and re-engages with the designer. We see this re-engagement as evidence of a Shift in Thinking-the end of the Conceptual Change phase. ...
Visual design, learning sciences, and nanotechnology may be strange bedfellows; yet, as this paper highlights, peer interaction between a designer and a scientist is an effective method for helping scientists acquire visual design skills. We describe our findings from observing twelve sessions at the Design Help Desk, a tutoring center at the University of Washington. At each session, a scientist (who is expert in his own domain but a novice in design) consulted a designer (who is expert in design but a novice in science) in order to receive advice and guidance on how to improve a scientific visualization. At the Design Help Desk, this pairing consistently produced a momentary disequilibrium in the scientist’s thought process: a disequilibrium that led to agency (where the scientist gained ownership of his/her own learning) and conceptual change in the scientist’s understanding of visual design. Scientists who visited the Design Help Desk were satisfied with their experience, and their published work demonstrated an improved ability to visually communicate research findings—a skill critical to the advancement of science. To our knowledge, the Design Help Desk is a unique effort to educate scientists in visual design; we are not aware of any other design-advice/tutoring centers at public or private universities in the United States or abroad.
... Potential benefits of tactile crayons are their anticipated low cost, ease of use, ease of transportation, and the ability to be used on any type of paper. Practice and repetition is an important component in learning to strengthen connections in the brain, improve speed and accuracy of performance, and increase confidence (Willis, 2006). Ease of use is expected to allow children to use this method, without supervision, at an earlier age than they would use other drawing tools such as the Texture Marking Mats. ...
Introduction
This article describes the development and initial assessment of a set of tactile crayons that can produce different textured lines and areas on standard paper.
Method
An assessment of the need for tactile crayons was performed through the use of surveys and focus groups from which a set of six tactile crayons was developed. Development was focused on being able to differentiate the crayons along the texture dimensions of sticky or slippery, rough or smooth, and hard or soft in informal dimensional analysis. Preliminary discrimination testing was performed to determine the viability of the six selected crayons. The main assessment determined whether individuals were able to identify each of the crayons by number from feeling scribbles on paper.
Results
User needs assessment showed that many practitioners felt the development of tactile crayons would aid in teaching and fill a needs gap. The participants were able to discriminate the six crayons with a mean accuracy (standard error) of 77% (4%), and of those six, they could identify the four most easily discriminable with 86% (3%) accuracy.
Discussion
Many families and teachers showed interest in the potential of tactile crayons as a learning tool. Four of the six tactile crayons were both highly discriminable and identifiable by adults who are visually impaired. This finding shows promise for discriminability and identifiability of these crayons by children who are visually impaired and their potential as a learning tool in both formal and informal learning environments.
Implications for practitioners
The use of the developed tactile crayons has the potential to aid childhood development and student learning. In addition, the use of the crayons by teachers could help reduce the time needed to produce tactile diagrams.
... 90-98). Contemporary treatises on child rearing and educating children in classrooms afford Christian educators the chance to translate these basic insights into curriculum design and ministry practice (Galinsky, 2010;Jones, 2009;Willis, 2006). For instance, educators now have a strong neurological basis for setting positive emotional climates as well as teaching both declarative and procedural knowledge (Hardiman, 2003, pp. ...
The current intellectual and social interest in neuroscience invites Christian educators to engage this complex and sometimes disparate field for the sake of transformative teaching and learning. Recognizing that neuroscientists differ over the nature of transformation—as educators differ on a definition of transformative learning—should not detract from neuroscience's contribution to transformative teaching within Christian education. This article contributes to the conversation by charting a “neurological” approach to resources for transformative teaching and learning. The article maps the field of transformative learning, provides neuroscience insights that support transformative teaching through cognitive, emotional and social domains of neuroscience, and discusses approaches to neuroscience that explain the very processes of transformation within Christian education.
The higher education sector, still recovering from the effects of the global pandemic, now faces additional challenges posed by the rapid advancement of Artificial Intelligence (AI) technologies. These AI systems possess the capability to generate high-quality text, images, music, and coding solutions within seconds in response to user prompts. One of the most widely accessible and popular AI-driven text generators is Open AI's ChatGPT, which was introduced in November 2022. Preliminary assessments suggest that AI-generated content often surpasses the standard pass rates for university-level assessments. Although academic integrity protocols require AI-generated content to be appropriately cited and referenced, the efficiency, accessibility, and high quality of such materials necessitate a fundamental re-evaluation of the purpose of higher education. This shift calls for a comprehensive redesign of curricula, pedagogical strategies, and assessment frameworks. A prominent proposal within the academic sector advocates for a transition away from content memorization and recall-based assessments towards the cultivation of higher-order cognitive skills. These include critical analysis, evaluation, resilience, creativity, problem-solving, appraisal, and proficiency in both verbal communication and digital literacy. This paper provides a preliminary review of the existing literature on the subject, examining the potential Madhavi Reddy https://iaeme.com/Home/journal/IJAIERD 2 editor@iaeme.com risks and challenges associated with AI integration while also exploring the opportunities it presents for enhancing learning experiences in higher education.
The research aimed to know the intellectual framework of compensatory education programs for students who are struggling in reading, writing, linguistics and arithmetic in general education schools and special education schools from the perspective of educational neuroscience, as the research goal is to know the philosophy and objectives of compensatory education programs, as the research goal is to know the strategies for managing compensatory education programs, and the research goal is to know the steps and strategies of eligibility for students who are struggling in reading, writing, linguistics and arithmetic, and the research goal is to stand on the relationship between educational neuroscience and compensatory education for students The researcher relied on the forward-looking approach, in addition to the use of the descriptive analytical approach, as the appropriate approaches to research, and the results of the research reached some requirements for activating compensatory education programs for defaulting students, including the need to train in-service teachers on how to apply compensatory education programs, and teachers need to expand their knowledge and skills about compensatory education and services Compensatory support and methods of supporting and treating defaulting students, and the need to use separate or greatly simplified educational goals, practices and materials as an alternative to curricula for defaulting students that increases their acquisition of various academic skills and thus their success in the classroom environment, and the study also reached through the proposed perception some of the requirements and mechanisms proposed for the application of compensatory programs, including providing financial support for compensatory education programs away from special education programs, and the use of advanced educational, technological and technical means in Teaching to struggling pupils, increasing the intensity and duration of teaching and compensatory intervention if teaching is not progressing.
Building Mathematical Minds: Insights from Research in Math Education explores the foundational principles and strategies that contribute to fostering deep mathematical thinking and understanding. Drawing on decades of educational research, this work examines how children develop mathematical cognition and how teaching practices can support this development. It delves into key theories of cognitive development, the role of constructivist and inquiry-based learning, and effective strategies for teaching that promote problem-solving, critical thinking, and mathematical reasoning. Furthermore, the book highlights the essential role of teachers in shaping students' mathematical identities and explores the importance of fostering an equitable, inclusive, and technology-enhanced learning environment. Insights from research are applied to address challenges such as math anxiety and misconceptions while emphasizing the need for a growth mindset. Ultimately, this work provides educators, researchers, and policymakers with a comprehensive framework for improving math education, ensuring that all students have the opportunity to build strong mathematical minds capable of thriving in an increasingly complex and data-driven world. Mathematics is a cornerstone of education, shaping the way individuals think, reason, and approach complex problems. It is often regarded as a discipline that goes beyond mere calculations, acting as a powerful tool for developing critical thinking, logical reasoning, and problem-solving skills. As such, a strong mathematical foundation is essential for students not only to succeed academically but to thrive in various real-world contexts, from science and technology to business and the arts. However, despite its importance, many students struggle with mathematics, often due to misconceptions about its inherent difficulty or relevance. This challenge makes it crucial to explore the ways in which math education can be enhanced to support all learners in developing mathematical minds. The purpose of this paper is to delve into key insights derived from research in math education and highlight how these findings can inform more effective teaching practices. By understanding the underlying theories of learning and the latest research on instructional strategies, educators can create environments that foster deep mathematical understanding. Recent research has provided valuable insights into how mathematical learning occurs, how students' mindsets can affect their engagement with math, and the impact of technology and assessment practices on student outcomes. Mathematical education is not just about acquiring skills for test-taking or achieving proficiency in specific operations. It is about developing a mindset-a mathematical way of thinking-that empowers students to engage with abstract concepts, solve problems, and make connections across different areas of knowledge. Early mathematical learning is particularly critical, as it sets the foundation for more advanced concepts later on. Research shows that
This study investigates the influence of foreign language boredom (FLB) on various dimensions of learner engagement mitigated by the application of boredom-coping strategies (BCSs). It also examines the role of foreign language playfulness (FLP) as a moderator in the relationship between BCSs and learner engagement to determine whether FLP amplifies the impact of BCSs as well as the indirect effect, via BCSs, of FLB on engagement. Data were collected from 457 university learners in general English courses offered in three Iranian universities. To evaluate our model, we used partial least square structural equation modelling (PLS-SEM). Results suggest that FLB can indirectly influence engagement positively or negatively depending on the use of different BCSs (approach vs. avoidance strategies). Furthermore, FLP strengthened the link between BCSs and engagement along with the indirect link between FLB and engagement via BCSs; these links were stronger for participants with a higher level of FLP. The theoretical and pedagogical implications of the research are discussed.
The belief that ‘I can change my fate’ goes beyond an inborn quality and leads to brain-bending. The brain changes itself and has its own means of healing from damage; this throws off the entity theory of belief. The brain is a muscle that gets stronger by activating neuronal circuits. Learning can turn on genes that alter the neural structure, a ‘rewiring of neural circuits.’ The growth mindset can change brain function and create cognitive reserves. Learning needs to be facilitated through a pedagogy that fosters a growth mindset, incorporating the belief that ‘with practice and hard work, I can do better.’ The pedagogy that creates a new horizon, including the structures mentioned, is the ‘Growth Mindset Pedagogy.’ The challenge of bringing this pedagogy into the classroom arises when dealing with disciplinary content.
This book addresses the realities of the classroom through the following pedagogical framework: ‘How to Develop a Growth Mindset-Oriented Classroom Culture.’ It provides both the tools and the roadmap required to do so.
The integration of the Metaverse in higher education transforms pedagogies and fosters entrepreneur-ial prospects. This chapter explores the Metaverse's influence on education, emphasizing integration, challenges, opportunities, and ethics. Augmented and virtual reality immerse students, fostering critical thinking and creativity. The Metaverse spawns innovative educational tools, fostering collaborations between academia and entrepreneurship. Challenges include technological barriers, costs, and ethical concerns. Private institutions adapt policies, aligning with student expectations. The Metaverse enhances engagement, emphasizing personalized learning experiences. Ethical considerations are crucial in a transformative landscape. Collaborations between academia and industry drive innovation, contributing to the evolution of higher education. The Metaverse's integration signifies a profound shift, necessitating innovation, ethics, and collaboration. This chapter underscores its transformative potential in pedago-gies, entrepreneurship, and ethical considerations in higher education.
En 1994, Ned Herrmann desarrolló un modelo cerebral que constaba de cuatro cuadrantes, dos izquierdos y dos derechos, como resultado de la fusión interhemisférica del modelo Sperry (Sperry, 1973), y el cerebro límbico y cortical del modelo McLean (MacLean P. D., 1990). Los cuatro cuadrantes representan diferentes maneras de funcionar, pensar, crear, aprender y, en definitiva, convivir con el mundo, incluso si aceptamos que el cerebro opera como una totalidad volumétrica. El objetivo de este estudio, basado en el modelo de Ned Hermann y estudios realizados por Omar Gardié, fue determinar el perfil de dominancia cerebral de los estudiantes de la carrera de Ingeniería Civil del Instituto Superior Tecnológico de Tlatlauquitepec. Se seleccionaron 113 de un total de 130 estudiantes que cursaban del primero al cuarto semestre, aplicando el instrumento diseñado por el Dr. Alberto Jiménez Vélez en el año 2006 (Jiménez, 2006); El instrumento consta de 40 elementos. En promedio el 41.06% presentan dominancia o preferencia en los cuadrante cortical derecho; y 28.85% en el cuadrante cortical izquierdo; es decir, presentan más preferencia en la parte de los cuadrantes corticales. Las personas con este tipo de dominancia tienen la ventaja de poder comprender el pensamiento no lineal, expresándolos verbalmente.
The research aimed to identify the intellectual framework of innovative assessment techniques for students with mental disabilities and autism disorders, and the research aimed to define the philosophy, objectives, justifications, and types of innovative evidence-based assessment techniques for students with special needs in the light of the skills of the twenty-first century, and the researcher relied on the forward-looking approach, in addition to the use of the descriptive approach, as the appropriate approaches to research, and the research reached some requirements to improve the effectiveness of innovative evidence-based assessment techniques for students with mental disabilities, And people with autism disorders in the light of the skills of the twenty-first century to ensure their advancement, and the research also reached some recommendations, including: Teaching courses of innovative assessment techniques to students of faculties of education immediately, as modern educational courses according to the latest findings of modern science in this field, Training university students on this type of assessments, and training them on how to evaluate through modern technological techniques such as: Virtual reality devices, artificial intelligence, and other modern and advanced devices, and the integration of innovative assessments into the curriculum should be a collaborative process, involving curriculum experts, measurement and evaluation, practitioners and education leaders, and other professionals who provide services and materials related to assessment.
The research aimed to identify the intellectual framework of innovative assessment techniques for students with mental disabilities and autism disorders, and the research aimed to define the philosophy, objectives, justifications, and types of innovative evidence-based assessment techniques for students with special needs in the light of the skills of the twenty-first century, and the researcher relied on the forward-looking approach, in addition to the use of the descriptive approach, as the appropriate approaches to research, and the research reached some requirements to improve the effectiveness of innovative evidence-based assessment techniques for students with mental disabilities, And people with autism disorders in the light of the skills of the twenty-first century to ensure their advancement, and the research also reached some recommendations, including: Teaching courses of innovative assessment techniques to students of faculties of education immediately, as modern educational courses according to the latest findings of modern science in this field, Training university students on this type of assessments, and training them on how to evaluate through modern technological techniques such as: Virtual reality devices, artificial intelligence, and other modern and advanced devices, and the integration of innovative assessments into the curriculum should be a collaborative process, involving curriculum experts, measurement and evaluation, practitioners and education leaders, and other professionals who provide services and materials related to assessment.
Accelerated by the effects of a global pandemic, higher education has rapidly integrated technology-facilitated learning and hybrid models of instruction—or blended learning—that mix face-to-face and online experiences in pre-K through university-level classrooms [1]. Project-based virtual exchanges between students and faculty in different countries spanning multiple time zones have also become more frequent in creative and educational spaces. This type of learning is called Collaborative Online International Learning (COIL) [2]. Typical media utilized in COIL exchanges range from real-time or synchronous forms imbued with high social presence (e.g., videoconferencing) to asynchronous media imbued with low social presence (email) [3]. Because people learn, respond, and take in information differently [4], media with high and low “social presence” are essential to the effective implementation and sustenance of COIL. The inherent reliance of COIL on remote communication and collaboration tools, therefore, creates a need to interrogate the different effects and outcomes of multimedia and multisensory learning in these collaborations. This paper examines how different media interactions may affect individual or shared experiences in COIL. In addition to relevant literature, the authors draw from more than 12 years of their ongoing research in developing, testing, and operating visual thinking methods that support remote Intercultural Design Collaborations (IDC). The authors argue that a successful COIL exchange relies on technology that supports rich communication [5], meaningful collaboration [6], and co-creation [7] while also allowing time and affording opportunities for individual reflection and growth.KeywordsMultisensory LearningCollaborative Online International Learning (COIL)Technology-Enhanced LearningIntercultural Design CollaborationSocial PresenceVirtual Exchange
This study intended to explore the relations between 259 Turkish EFL students’ L2 grit (i.e.,
the persistence of effort and consistency of interest) and boredom coping strategies (i.e.,
cognitive approach, behavioral approach, cognitive avoidance, and behavioral avoidance) as
well as the moderating role of their emotion regulation strategies, viz., reappraisal and
suppression. The results of the structural equation modeling (SEM) indicated strong
correlations between L2 grit and boredom coping strategies as well as emotional regulation and
boredom coping strategies. Moreover, the correlation between L2 grit and emotional regulation
was found moderately strong. Although L2 grit was entirely a strong predictor of boredom
coping strategies, it was indicated to be a stronger predictor of cognitive approach to cope with
boredom. Additionally, the results showed that L2 grit was a significant predictor of boredom
coping strategies, whereas emotion regulation did not significantly moderate this prediction.
Pedagogical implications are discussed regarding the significance of grit in L2 contexts.
Teaching through the pandemic has revealed critical educational issues related to online learning as well as the importance of considering contextual influences and creative solutions. The purpose of this chapter is to reflect on those issues and discuss creative alternatives in response to the changing social, cultural, and technological systems. The reflection centers around three themes with a focus on recommendations for the future based on what we can learn from the emergency remote teaching and learning (ERTL) experience. The ideas proposed in the reflection themes can help establish the needed mindsets and generate creative approaches to ERTL during crisis times. Creativity is discussed and redefined within the context of ERTL during the pandemic. We should develop creative thinking, creative mindset, and creative design in re-conceptualizing assessment activities and the assessment culture for online learning as well. Recommendations to help sustain the impact of creative solutions include the need for solid network infrastructure, an innovative mindset for assessment, and a need for educational design research on creative solutions to online learning problems.
This chapter focuses on nonviolent discipline practices within classroom settings. The authors draw upon a trauma-informed perspective as a means to encourage professionals working with children to engage in best practices as they decide how to best discipline children under their care. They also address a few examples of nonviolence in U.S. history because peace has worked multiple times as a means to solve social problems. In addition, they provide a brief history of discipline in U.S. schools and how that has evolved over time. Furthermore, they explain possible causes of trauma in children, how to discipline children with histories of trauma, how to implement trauma-informed care in K-12 settings, as well as provide examples of trauma-informed classroom strategies. Using a case study, they provide an example of how to guide teachers to use nonviolent discipline in their work with children with histories of trauma.
A growing empirical research base has contributed substantially to our understanding of pronunciation instruction. A contemporary perspective entails a balanced approach featuring both the teaching of segmentals (vowels and consonants) and suprasegmentals (stress, rhythm, and intonation) while favoring intelligible (i.e. clear) pronunciation as the pedagogical goal rather than the attainment of native-like pronunciation. Yet, the connection between neuroscience and pronunciation instruction has not been explored in depth so far. Thus, the aim of this article is to further the process of bringing insights from neuroscience into pronunciation teaching and learning. I first explore several interconnected neuroscientific principles that are relevant to pronunciation, including the social brain, emotions, movement, and touch, and then conclude the article by describing a ‘brain-friendly’ approach that reflects a number of those principles: haptic pronunciation instruction.
This volume includes a collection of short papers presented at the second International Virtual Exchange Conference (IVEC) hosted virtually at Newcastle University in September 2020. The contributions address the conference theme, towards digital equity in internationalisation, and offer fresh insights into the current state and future of online intercultural communication and collaborative learning. Providing examples of interdisciplinary, multinational, and multimodal research and pedagogy in virtual exchange from around the world, this book will appeal to educators, administrators, researchers, and internationalisation leads in higher education interested in supporting and implementing virtual exchange.
Teachers are faced with the demand to teach their students to be competent individuals in the 21st century so that they are prepared for any challenges they may face in their lives. To meet this need, many educators have identified creativity as a necessary competence of the 21st century. To this end, integrating SMART (Self‐directed, Motivated, Adaptive, Resource‐enriched, and Technology‐embedded) education, which is a new paradigm of technology‐embedded learning, can help English language learners’ creativity as well as language development. Therefore, this study explored how SMART learning environments affect elementary English as a foreign language (EFL) students’ creativity and English ability. Twenty‐seven fifth‐grade EFL students participated in this study and were involved in creativity‐enhanced English activities for 12 weeks. Data include the results of students’ Torrance Test of Creative Thinking, English tests, and a perception survey. Paired‐samples t‐tests were conducted to compare the pretests and posttests for students’ creativity and English ability scores. The results revealed a statistically significant increase in the creative thinking skills of fluency, flexibility, and originality. In terms of English, students’ speaking and writing abilities showed meaningful improvement. Based on the findings, several suggestions are proposed for language teachers and teacher educators.
El presente artículo presenta unavisión general de la importanciade los hallazgos que han realizadolas neurociencias en los camposde la atención, memoria,emoción y aprendizaje, y losaspectos involucrados tales comola neuroplasticidad cerebral.Presenta también algunos de losneuromitos que circulan en ámbitoseducacionales.
This paper presents teachers’ self-reported findings about the effects of mindfulness and meditation on student behaviour in three primary schools situated in areas with multiple deprivation indicators. Schools first participated in a programme to teach staff (and students) about how brains learn via four workshops, and chose to apply aspects of educational neuroscience to their teaching practice. In all three schools, senior management and teaching staff elected to adopt the practice of meditation for two reasons: to help students learn to self-regulate their emotions and place themselves in an emotional state conducive to learning; and to strengthen their ability to focus/resist distractions.
Teachers reported the impact to be better than expected, as not only did the meditation practices improve emotion regulation
and focus, but they also had two further benefits: a reduction in transition time between break-times and lessons, and a general change to the whole-school culture for learning. This paper explores these effects, using interview data from 10 teachers and leaders and a student focus group.
Educating or educare in Latin means "guiding out," that is, the purpose to instruct the world or out of itself. The action of promoting education enables people to acquire new knowledge and skills for life. In the geographical education, the objective is to identify the interrelation between nature and society, valuing the students’ role in the construction of just and sustainable communities. In that knowledge, it is possible to appropriate the graphic representations through precepts of cartography, images, and arts that allow translating letters, numbers, drawings, and colors in geographic texts in a synthetic and fast way, but requiring the learning of such language. In this article, there will be a part regarding the cartography that refers to the understanding of one of the map’s elements that are the geographical coordinates and research result, and highlighting one of the main difficulties of teaching and learning about geographic location. The article will also present a teaching proposal based on the etymology of cartographic words and mathematical logic for the geographic coordinate system with the physical terrestrial globe. For it is believed that many of the difficulties in not understanding geographical coordinates are the fact that the teaching is with a map or with the projection of the terrestrial globe in the slate that is flat, with a Cartesian system and a logic of angular measures. Once the understanding in degrees on the specific physical globe to teach geographic coordinates has been learned, it migrates to the cartographic projections. After this understanding, the maps can be used for the other cartographic contexts.
https://www.routledge.com/Creative-Learning-in-the-Early-Years-Nurturing-the-Characteristics-of/Mohammed/p/book/9781138635401
Taking a fresh look at the role of creativity within the early years, this accessible guide explores what is meant by creativity and considers how creative skills, behaviours, and thinking can be identified and fostered in the individual child. Underpinned by the latest research and policy, chapters illustrate how creative attitudes can be adopted in all subject areas, and opportunities for creativity maximised.
Creative Learning in the Early Years acknowledges the power of creative processes in helping children reach their full potential in the early years and beyond. Photocopiable work tools enable the reader to plan, observe, assess, and record progress as they develop playful and creative approaches, whilst practical advice and demonstrable examples are easily integrated into existing practice. Topics addressed include:
• Recognising and encouraging creative tendencies
• Stimulating the child’s imagination
• Developing adult creativity and self-awareness
• Creating enabling environments and creative spaces
• Using documentation and planning to inspire creativity
An exciting and accessible guide which encourages exploration, experimentation, reflection, and development, Creative Learning in the Early Years will support current and future early years practitioners as they discover the rich opportunities opened by creative practice.
Rationale, aims, and objectives
Human brain connectome is a new and rapidly developing field in neuroscience. The pattern of structural and functional connectivity in the brain is not fixed but is continuously changing in response to experiences. Exploring these phenomena opens a powerful arsenal of analyses and computational approaches that could provide important new insights into clinical and cognitive neuroscience.
The aim of the present study was to investigate the activations of adult brain cortical areas during a memory task performance by using functional MRI with a specific focus on gender differences.
Methods
Twenty‐nine right‐handed subjects (15 men and 14 women) were scanned. The memory paradigm consisted of 4 consecutive sets of “on” and “off” blocks with a total duration of 4 minutes. The subjects were first presented with 4 pictures (fixation F‐part) of the same theme—landscapes, portraits, anatomical images of internal organs, and geometric figures denoted by specific mismatching nouns (seasons, personal names, internal organs, and figures), followed by 3 of the presented pictures and questions for memory evaluation (recall R‐part). For the active conditions, the participants were instructed to read the statements carefully and answer with a button press.
Results
We found reliable occipital and temporal signal responses across the block design contrasts with statistical significant differences within the groups in both genders. Statistical significance in brain cortical activation was not found between men and women.
Conclusion
The results highlighted several detailed distinctions between the genders and potential future directions in brain activation studies as part of the multidisciplinary approach in translational neuroscience.
The presentation considers the findings from a recent study on the efficacy of the national emergency education program in Israel. Jointly operated by the Israeli Home Front Command and the Israeli Ministry of Education, the program intends to educate students on the risks of earthquakes and provide ways for the school population (staff, student and their families) to prepare for and behave during and after a major seismic event. Combining qualitative and quantitative research methodologies, the researchers identified both organizational and pedagogical program shortcomings. Addressing these issues, the presentation offers a series of suggestions for improving the program and hence earthquake preparation levels among the students and their families. While specifically pertaining to the composite of communities in the southern Israeli periphery, the suggestions relate to a seemingly universal gap between pre-conceived national mitigation strategies and the practicalities of their implementation on a local level. As such, the insights acquired from this study may be useful for improving other similarly challenged national disaster education programs.
ResearchGate has not been able to resolve any references for this publication.