Neuroscience, “Giftedness” and Implications for Curriculum

Detalhes bibliográficos
Autor(a) principal: Bartoszeck, Amauri Betini
Data de Publicação: 2014
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/14284
Resumo: The present article briefly reviews a group of disciplines belonging to neuroscience and discusses potential educational implications for children and adolescents labeled as gifted. A short structural and functional introduction highlights the main points of the human nervous system which works as a background to bridge the gap between neuroscience, “giftedness” and creativity. Some basic evolutionary and biological characteristics findings are speculated to be in the origin of neural circuits underlying innate capacities related to learning and memory. It is discussed how information is codified in brain regions and the possible ways gifted students make cognitive links and analogies particularly on mathematical reasoning. Developmental stages and neural plasticity are analyzed and which is the role played by genetics connected to environmental experiences which may be on the gist of “giftedness”. Identification methods are listed to evaluate presumed gifted children and adolescents. A chart compares characteristics peculiar to prodigies and savant children. A list of suggested questions are presented for further research which may bring insights how the brain process information having in mind educational implications with examples for biology teaching.
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spelling Neuroscience, “Giftedness” and Implications for CurriculumNeurociências, altas habilidades e implicações no currículoNeuroscienceGiftednessCurriculum.NeurociênciasAltas HabilidadesCurrículo.The present article briefly reviews a group of disciplines belonging to neuroscience and discusses potential educational implications for children and adolescents labeled as gifted. A short structural and functional introduction highlights the main points of the human nervous system which works as a background to bridge the gap between neuroscience, “giftedness” and creativity. Some basic evolutionary and biological characteristics findings are speculated to be in the origin of neural circuits underlying innate capacities related to learning and memory. It is discussed how information is codified in brain regions and the possible ways gifted students make cognitive links and analogies particularly on mathematical reasoning. Developmental stages and neural plasticity are analyzed and which is the role played by genetics connected to environmental experiences which may be on the gist of “giftedness”. Identification methods are listed to evaluate presumed gifted children and adolescents. A chart compares characteristics peculiar to prodigies and savant children. A list of suggested questions are presented for further research which may bring insights how the brain process information having in mind educational implications with examples for biology teaching.http://dx.doi.org/10.5902/1984686X14284O presente estudo inicialmente define e descreve as sub-disciplinas que compõem as neurociências com potenciais aplicações educacionais para crianças e adultos  identificados com altas habilidades. Objetiva-se com uma breve introdução morfofuncional ao sistema nervoso que serve de pano de fundo para auxiliar o entendimento da ponte teórico-experimental da relação de neurociências e altas habilidades. São salientados aspectos da base evolucionista e biológica, que conjectura-se possam estar estruturados nos circuitos neuronais, subjacentes aos padrões de realce da sensibilidade auditiva e eficiência da memória. Discute-se como se dá a codificação da informação, formas de detectar associações e analogias, exemplificando-se regiões cerebrais envolvidas no pensamento matemático. São analisadas modificações estruturais e a dinâmica da plasticidade sináptica subjacentes à “talentosidade” e como a base genética interage com as experiências do ambiente. São também discutidos métodos usuais na identificação de crianças e adolescentes com indicação de superdotação. Avaliam-se comparativamente características de crianças “prodígios” e “savants”. São listadas perguntas motivadoras e instigantes para o aprofundamento de pesquisas em neurociências que possam consolidar o conhecimento de como áreas do cérebro processam a informação  de modo vantajoso no raciocínio e aprendizagem, com implicações para educadores. Conclui-se com sugestões de métodos alternativos de ensino, enfatizando-se exemplos de aplicações práticas na área de ciências biológicas.Universidade Federal de Santa Maria2014-09-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/1428410.5902/1984686X14284Special Education Magazine; Revista Educação Especial, v. 27, n. 50, set./dez. 2014; 611-626Revista de Educación Especial; Revista Educação Especial, v. 27, n. 50, set./dez. 2014; 611-626Revista Educação Especial; Revista Educação Especial, v. 27, n. 50, set./dez. 2014; 611-6261984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/14284/pdfBartoszeck, Amauri Betiniinfo:eu-repo/semantics/openAccess2014-11-24T13:48:27Zoai:ojs.pkp.sfu.ca:article/14284Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2014-11-24T13:48:27Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Neuroscience, “Giftedness” and Implications for Curriculum
Neurociências, altas habilidades e implicações no currículo
title Neuroscience, “Giftedness” and Implications for Curriculum
spellingShingle Neuroscience, “Giftedness” and Implications for Curriculum
Bartoszeck, Amauri Betini
Neuroscience
Giftedness
Curriculum.
Neurociências
Altas Habilidades
Currículo.
title_short Neuroscience, “Giftedness” and Implications for Curriculum
title_full Neuroscience, “Giftedness” and Implications for Curriculum
title_fullStr Neuroscience, “Giftedness” and Implications for Curriculum
title_full_unstemmed Neuroscience, “Giftedness” and Implications for Curriculum
title_sort Neuroscience, “Giftedness” and Implications for Curriculum
author Bartoszeck, Amauri Betini
author_facet Bartoszeck, Amauri Betini
author_role author
dc.contributor.author.fl_str_mv Bartoszeck, Amauri Betini
dc.subject.por.fl_str_mv Neuroscience
Giftedness
Curriculum.
Neurociências
Altas Habilidades
Currículo.
topic Neuroscience
Giftedness
Curriculum.
Neurociências
Altas Habilidades
Currículo.
description The present article briefly reviews a group of disciplines belonging to neuroscience and discusses potential educational implications for children and adolescents labeled as gifted. A short structural and functional introduction highlights the main points of the human nervous system which works as a background to bridge the gap between neuroscience, “giftedness” and creativity. Some basic evolutionary and biological characteristics findings are speculated to be in the origin of neural circuits underlying innate capacities related to learning and memory. It is discussed how information is codified in brain regions and the possible ways gifted students make cognitive links and analogies particularly on mathematical reasoning. Developmental stages and neural plasticity are analyzed and which is the role played by genetics connected to environmental experiences which may be on the gist of “giftedness”. Identification methods are listed to evaluate presumed gifted children and adolescents. A chart compares characteristics peculiar to prodigies and savant children. A list of suggested questions are presented for further research which may bring insights how the brain process information having in mind educational implications with examples for biology teaching.
publishDate 2014
dc.date.none.fl_str_mv 2014-09-23
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/14284
10.5902/1984686X14284
url http://periodicos.ufsm.br/educacaoespecial/article/view/14284
identifier_str_mv 10.5902/1984686X14284
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/14284/pdf
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 27, n. 50, set./dez. 2014; 611-626
Revista de Educación Especial; Revista Educação Especial, v. 27, n. 50, set./dez. 2014; 611-626
Revista Educação Especial; Revista Educação Especial, v. 27, n. 50, set./dez. 2014; 611-626
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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