UNIPS

The Brain, Learning and Teaching

This module gives a university teacher a brief introduction to the brain-based processes with two aspects: The learning aspect: how learning occurs from the perspective of neuroscience and how to learn effectively. The teaching aspect:  which learning-focused teaching methods are compatible with what we know about the learning of the brain.

LEARNING OUTCOMES:

  • Participants will gain deeper and wider understanding on how students learn and factors that affect learning.
  • Participants as teachers will be able to develop teaching methods to support their students’ learning.
  • Participants can recognize myths and misconceptions about learning and memory

Self-study materials

SOME IMPORTANT CONCEPTS IN LEARNING

  • Doyle, T. J., & Doyle, B. M. (2020). Learning and Teaching in Harmony with the Brain: Insights from neuroscience, biology, cognitive science and psychology. In The Routledge international handbook of student-centered learning and teaching in higher education (pp. 75-91). Routledge.
  • National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. National Academies Press.

ARTICLES: Please read these two articles to gain more understanding about how the brain learns, factors affect learning from the perspective of cognitive neuroscience. There are guiding questions for your reading on relevant literature to support your reading easier.

Article 1: Owens, M. T., & Tanner, K. D. (2017). Teaching as brain changing: Exploring connections between neuroscience and innovative teaching. CBE—Life Sciences Education, 16(2), fe2. https://www.lifescied.org/doi/full/10.1187/cbe.17-01-0005. Guiding questions for reading: 1) What is the fundamental biological process that underpins the teaching technique THINK-PAIR-SHARE? 2) Why is it advisable for students to engage actively with homework assignments? 3) What are some strategies that teachers can implement to foster students’ positive emotion and motivation in learning a new chapter?

Article 2: Doyle, T. J., & Doyle, B. M. (2020). Learning and Teaching in Harmony with the Brain: Insights from neuroscience, biology, cognitive science and psychology. In The Routledge international handbook of student-centered learning and teaching in higher education (pp. 75-91). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780429259371-6/learning-teaching-harmony-brain-terrence-doyle-brendan-doyle. Guiding questions for reading: 1) What are main factors that drive learning to occur? 2)What is the role of emotion for learning and memory?

Extra reading: You can explore about the matter of the learning brain in the context of higher education, for example

  1. Stress and learning https://www.nature.com/articles/npjscilearn201611
  2. Misconceptions of the brain and learning https://www.nature.com/articles/nrn3817
  3. Creating positive learning environments for adults in learning ( page 225-227) https://www.oecd-ilibrary.org/docserver/9789264029132-14-en.pdf?expires=1678088511&id=id&accname=ocid195730&checksum=90D787A83E04F9F69AA92371E5F49C06
  4. Curiosity and learning: Gruber, M. J., Valji, A., & Ranganath, C. (2019). Curiosity and learning: a neuroscientific perspective.https://orca.cardiff.ac.uk/id/eprint/123206/1/R1_Curiosity_Chapter_submitted.pdf

 

Guided study

This module is developed to be a course for doctoral students and staff at Universities of Turku. Upon on your participation in the course, you would be granted 1 credit. If you want to register for the course, please contact unips@utu.fi for more information.

THE MODULE CREATED BY UNIPS

Content: Trang Nguyen, University of Turku, Videos: Johanna Kaakinen, University of Turku

Video 1