Contributions of Neuroscience to the teaching training in science: a systematic integrative literature review

• Autor(a) principal: Freitas, Priscila dos Santos Caetano de
• Data de Publicação: 2022
• Outros Autores: Sousa, Carlos Eduardo Batista de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3274
• topic: Aprendizagem; Ensino de Ciências; Neurociência; Neuroeducação; Revisão Sistemática Integrativa; Learning; Science Teaching; Neuroscience; Neuroeducation; Integrative Systematic Review; Aprendizaje; Enseñanza de las Ciencias; Neurociencia; Neuroeducación; Revisión Sistemática Integradora

The insertion of neuroscientific education can contribute to the development of teaching strategies aimed at improving learning. The present study was developed to identify a bibliographic survey, through the method of systematic integrative literature review, seeking the relationship between neuroscience and science teaching, focusing on the education of science teachers. Initial results in publications indexed in the Scielo, Scopus and Google Scholar databases, between 2009 and July 2020, emerged from the descriptors “neuroscience” and “teaching Science”. Thirty publications were included and grouped into four categories of analysis: teaching strategies, literature review, neuroscience and teacher training, and contributions of neuroscience in education. Of the 377,445 results found, only 0.5% correspond to Brazilian publications, which indicates that studies on neuroeducation in the country are still incipient, despite its relevance to education.