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  1. Neuroeducación: un campo de trabajo interdisciplinario.Fabio Morandin-Ahuerma - 2022 - In Fabio Morandin (ed.), Neuroeducación como herramiento epistemológica. Consejo de Ciencia y Tecnología del Estado de Puebla (CONCYTEP). pp. 45-64.
    El objetivo de este apartado es identificar los fundamentos conceptuales y los objetivos principales de la neuroeducación con una visión de la neurociencia cognitiva, que considere cada etapa involucrada en el proceso de enseñanza- aprendizaje desde una panorámica multidisciplinar. Se argumenta que la neuroeducación es un campo de pensamiento complejo, que requiere del diálogo, pero sobre todo del consenso entre las diversas disciplinas involucradas para lograr avances significativos, objetivos concretos y aplicaciones innovadoras para una educación basada en evidencias.
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  • La prevalencia de los neuromitos en la educación.Fabio Morandín-Ahuerma - 2022 - In _Neuroeducación como Herramienta Epistemológica_. Puebla, Pue., México: CONCYTEP. pp. 1-22.
    El objetivo de este capitulo es identificar los llamados neuromitos, creencias justificadas o no, sobre el cerebro y su funcionamiento que han prevalecido a lo largo de los años y que, en muchos casos, llega a distorsionar e incluso prejuzgar la visión de los docentes hacia con sus alumnos, por lo que se cometen errores en el proceso de enseñanza-aprendizaje. Aquí se analizan los argumentos que sostienen los neuromitos y los contraargumentos que la ciencia ofrece para desmentirlos.
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  • Professional Preparation of Future Teachers of Vocational Training in the Transport Area of Expertise with Use of the Author’s Educational Application.Mykhailo Pohorielov, Olena Lavrentieva, Volodymyr Bondarenko, Igor Britchenko, Andrii Dorohan & Aleksandr Uchitel - 2020 - AET 2020 Proceedings of the 1st Symposium on Advances in Educational Technology 1:702-713.
    The paper presents the content, as well as approaches to the use in the educational process of the author’s Electronic educational methodical complex (EEMC) “Construction of car”. The course is created for students of the speciality 015 Professional education (Transport, the operation and repairing of automobiles). Its content covers general topics including the study of a car engine, electrical equipment and automotive driveline. The created electronic course embraces, in addition to textual material, illustrations, dynamic models, instructions, manuals, textbooks, reference books (...)
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  • Genetics and Learning: How the Genes Influence Educational Attainment.David Bueno - 2019 - Frontiers in Psychology 10.
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  • Philosophy, neuroscience and pre-service teachers’ beliefs in neuromyths: A call for remedial action.Minkang Kim & Derek Sankey - 2018 - Educational Philosophy and Theory 50 (13):1214-1227.
    Hitherto, the contribution of philosophers to Neuroscience and Education has tended to be less than enthusiastic, though there are some notable exceptions. Meanwhile, the pervasive influence of neuromyths on education policy, curriculum design and pedagogy in schools is well documented. Indeed, philosophers have sometimes used the prevalence of neuromyths in education to bolster their opposition to neuroscience in teacher education courses. By contrast, this article views the presence of neuromyths in education as a call for remedial action, including philosophical action. (...)
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  • (1 other version)The Rise, Fall, and Afterlife of Learning Styles: An Essay on Megarianism and Emancipation in Educational Potentiality.Michael P. A. Murphy - 2019 - Studies in Philosophy and Education 39 (2):205-217.
    The status of learning styles theory in educational studies is uncertain as we inhabit the liminal phase between the theory’s death as proclaimed by educational psychologists who avow to have disproven it and whatever afterlife will follow. At this moment, with both past and future in view, that we have an opportunity to reflect on the foundational assumptions of the theory. Engaging in the growing community of Agambenian philosophy of education and the ongoing dialogue around educational potentiality, this article approaches (...)
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  • (1 other version)The Rise, Fall, and Afterlife of Learning Styles: An Essay on Megarianism and Emancipation in Educational Potentiality.Michael P. A. Murphy - 2019 - Studies in Philosophy and Education 39 (2):205-217.
    The status of learning styles theory in educational studies is uncertain as we inhabit the liminal phase between the theory’s death as proclaimed by educational psychologists who avow to have disproven it and whatever afterlife will follow. At this moment, with both past and future in view, that we have an opportunity to reflect on the foundational assumptions of the theory. Engaging in the growing community of Agambenian philosophy of education and the ongoing dialogue around educational potentiality, this article approaches (...)
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  • The Modality-Specific Learning Style Hypothesis: A Mini-Review.Karoline Aslaksen & Håvard Lorås - 2018 - Frontiers in Psychology 9.
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