Mehmet Şirin DEMİR, Mehmet Emin USTA, Ahmet YAYLA, Nejdet TAŞKIN, Yunus HASTUNÇ, Özlem ALAV

Çeşitli Nöro-Bilişsel & Nöro-Pedagojik Uygulama ve Modalitelerin Bilişsel Becerilerin Gelişimi Üzerindeki Etkisi

Son yıllarda, küresel pedagojik anlayışlara damgasını vuran eğitimsel sinirbilim educational neuroscience gibi disiplinlerarası alanlar düzeyinde gerçekleştirilen birtakım keşif ve araştırmalar 21. yüzyılın pedagojilerini derinden etkileyerek önemli nöro-bilişsel sonuçlar doğurmuştur; eğitim-öğretim süreçlerinde beyin tabanlı anlayışların benimsenmesine yol açan ve paradigma değişimini tetikleyen bu gelişmeler çeşitli nöro-bilişsel modalitelerin eğitim ortamlarına uygulanmasını gerekli kılmış ve bunun sonucunda farklı boyutlarda olumlu birtakım pedagojik iyileşme ve çıktıların gözlemlenmesinin yanında zihinsel, nöro-bilişsel süreç ve mekanizmaların düzenlenmesine ve iyileşmesine de aracılık etmiştir. Kaynak taraması ve betimsel bir bakış açısı benimsenilerek ve niteliksel metodolojilerden esinlenilerek gerçekleştirilen bu çalışma sinirbilimsel eğitim alanında ortaya konulmuş çeşitli interdisipliner keşif ve araştırmaların sonuçlarının çeşitli nöro pedegojik modaliteler bağlamında değerlendirilmesini ve bilişsel süreçlerin nasıl etkilenebileceği ile ilgili üst-anlatımsal ve üst-yorumsal bir perspektif geliştirilerek literatür taramasına dayalı bir yaklaşımı öngören niteliksel değerlendirmeler ortaya koymayı hedeflemiştir.

Anahtar Kelimeler:

Biliş, pedagoji, sinirbilim

The Effect of Different Neuro-Cognitive & NeuroPedagogical Modalities and Applications on NeuroCognitive Development

In recent years, educational neuroscience, as an emerging field unleashing its postulates within the context of interdisciplinary research and explorations, has deeply affected 21st century global pedagogical policies and approaces. It has also led to important discoveries related with the workings of human brain, illuminating various neuro-cognitive phenomena, which has led to the adoption of a new understanding and approach about learning processes and triggered brand-new perspectives and paradigm shifts. These developments have made it necessary to apply a variety of neuro-cognitive modalities to learning environments as a result of observation of a number of positive pedagogical improvements and outputs, which have played a mediating role in the betterment and regulation of neuro-cognitive processes. Throughout the course of the constitution of our manuscript, the chief focus of our concern has been to bring under daylight the related sources of educational neuroscience, drowing from qualitatively-inspired metainterpretations and meta-evaluations and inspired from approaches based on descriptive methodologies and perspectives about these neuro pedagogical modalities

Keywords:

Cognitive, pedagogy, neuroscience,

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