Neuroscience, “Giftedness” and Implications for Curriculum
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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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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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