The Teaching of Physics and Mathematics From the Perspective of Neuroeducation
DOI:
https://doi.org/10.26512/rpf.v3i2.23196Keywords:
Educational innovation. Neuroeducation. Meaningful learning.Abstract
From the perspective of the concepts of neuroeducation and based on the Methodological approaches Peer Instruction Methodology and Scale-up Methodology, we present a project proposal of teaching of physics and mathematics that uses the technological experimentation as a basis to teach students concepts of physics and mathematics, taking into consideration that the student is the active subject in the classroom and five levels of interaction to be studied: student-student, student-teacher, student-environment, student-technology, student-scientific knowledge. The insertion of technology in the learning process promotes innumerable possibilities of educational innovation, however, it becomes mandatory the correct choice of the technological stimulus within an educational context that directs to the teaching of a specific subject, in a way that leads the learner to a specific learning.
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