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Neurodidáctica y la implicación de emociones en el aprendizaje

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The purpose of this article is to highlight the importance of a new discipli- ne named neurodidactics; also aims to emphasize the role that emotions play in learning. The interaction between teacher and student that is based on the cir- cular model of motivation, cognition, memory and emotions, can be organized and implemented through neurodidactics, whose main objective is to create tea- ching methodologies for an ecology of mind. This discipline is at the crossroads between neurobiology and science education since it is based on the principle that any learning process itself involves a change in the brain, in that our neural networks are affected by changes. At the same time the paper sets out the invol- vement of emotions in learning analysing how emotions, both positive and negative, and stress could interfere in the acquisition process.
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... However, while the emotions associated with the events experienced by the students make it easier to remember what has been learned, the learning processes remain in the students' memories longer [33]. Negative emotions, like boredom, anxiety, and frustration, can make it hard to store information in memory and retrieve it when you need it during a task [7]. According to the mixed education methodology, Stephan et al. (2017) reported that students were more motivated in the lessons through the use of virtual environments, and showed more participation and understanding in the lessons [37]. ...
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... This is positively assessed and may be due to the expectations of the students when working with the ECO method and the freedom to decide on the methodology to be followed in the subject. As has been demonstrated from Neurodidactics and the flow theory, motivation increases when the purpose of the task is understood, the objectives are clear and achievable, progress becomes manifest and positive social relationships are involved (Willis, 2021(Willis, , 2012Ibarrola, 2018;Di Gesù et al., 2014;Csikszentmihalyi, 2008Csikszentmihalyi, , 2007. The ECO method offers the ideal structure for all these factors to come together. ...
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... In this sense, the experiences that students interpret as favorable in the classroom and that respond to their interests will be those that facilitate the development of positive emotions (e.g., fun, pride, confidence), in which case the memory of that situation or knowledge worked on is facilitated [7]. On the other hand, negative emotions (e.g., boredom, anxiety, frustration) make it difficult to remember and may even inhibit remember since they make it difficult to fix the information in the memory and recover it for the task at hand, so learning is reduced rather than stimulated [8,9]. ...
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