Neuroscience and Education: Exploring Applications in High School Science Teaching from Literature.

Abstract

The convergence between neuroscience and education has generated a fascinating field of research, particularly in high school science teaching. Although crucial in the 21st century to optimize pedagogical methods, the effective integration of this knowledge faces challenges in the classroom. The objective of this work is to analyze the existing literature on the integration of neuroscience in science teaching in high school. It also seeks to identify patterns, challenges and successes in the application of neuroscientific principles in specific educational environments. The importance of the teaching role in the biological, cognitive and emotional transformation of students is revealed. Challenges identified include lack of resources, institutional resistance and the need for more specialized teacher training. The gap between neuroscientific research and its effective translation into strategies applicable in the classroom is evident. The need for personalized pedagogical strategies that consider the diversity of learning styles is highlighted. Despite the challenges, successes are evident in improving student achievement when neuroscientific principles are applied, particularly through strategies that encourage active participation and deep understanding. This literature review analyzes the literature available in Scopus, Latindex, Scielo and Google Scholar, seeking to identify patterns, challenges and successes in the application of neuroscientific principles in specific educational settings. In conclusion, the integration of neuroscience in high school science teaching presents opportunities to improve learning, although it requires addressing specific challenges and promoting flexible pedagogical approaches.