About this paper

Appears in:
Pages: 5494-5503
Publication year: 2012
ISBN: 978-84-616-0763-1
ISSN: 2340-1095

Conference name: 5th International Conference of Education, Research and Innovation
Dates: 19-21 November, 2012
Location: Madrid, Spain

MEANINGFUL LEARNING IN PHYSICS EDUCATION. IS OUR BRAIN PHYSIOLOGICALLY CONSTRUCTIVIST?

About 50 years ago the most widespread method of teaching was purely receptive. Discovery learning (causal or directed) followed afterwards, and now is widely accepted that meaningful learning is the more effective educational system. The question is, what will be the preferred pedagogical method in a few years? How many years will last this trend to consider meaningful learning as the best teaching method? In the present work we have constructed a reasoning entitled "Is our brain physiologically constructivist?” in order to highlight the need for meaningful learning in the teaching of physics.
Specifically, we want to show that constructivism is not just another pedagogical trend. Physiologically, our brain is so constituted that works searching for the meaning of the information it receives and, therefore, meaningful learning is not a teaching option, but a physiological requirement of our brain.

Currently, little is known about the influence of the physiology of the brain in its way to conceptualize, but it is widely studied its physiological way to visualize (create visual images) in which the brain function is "to actively construct our visual world". The processes of visualization and conceptualization have many common characteristics. What is done in both is to abstract the constant features of either the "objects" or the "objects or events" and build either a visual world or a cognitive structure. We could therefore "extrapolate" what is known of the brain process of viewing to the brain process of conceptualization.

If the brain works very similar when visualizing and when conceptualizing, and we highlight that when the brain visualizes what it does is search for the meaning of the information that reaches it, we can reach the conclusion that when the brain conceptualizes what it does is search for the meaning of the information it receives, and, therefore, that meaningful learning is not just a new teaching trend, but the way our brain functions.
@InProceedings{MARTINEZBORREGUERO2012MEA,
author = {Mart{\'{i}}nez-Borreguero, G. and P{\'{e}}rez-Rodr{\'{i}}guez, A.L. and Naranjo-Correa, F.L. and Suero-L{\'{o}}pez, M.I. and Pardo-Fern{\'{a}}ndez, P.J.},
title = {MEANINGFUL LEARNING IN PHYSICS EDUCATION. IS OUR BRAIN PHYSIOLOGICALLY CONSTRUCTIVIST?},
series = {5th International Conference of Education, Research and Innovation},
booktitle = {ICERI2012 Proceedings},
isbn = {978-84-616-0763-1},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {19-21 November, 2012},
year = {2012},
pages = {5494-5503}}
TY - CONF
AU - G. Martínez-Borreguero AU - A.L. Pérez-Rodríguez AU - F.L. Naranjo-Correa AU - M.I. Suero-López AU - P.J. Pardo-Fernández
TI - MEANINGFUL LEARNING IN PHYSICS EDUCATION. IS OUR BRAIN PHYSIOLOGICALLY CONSTRUCTIVIST?
SN - 978-84-616-0763-1/2340-1095
PY - 2012
Y1 - 19-21 November, 2012
CI - Madrid, Spain
JO - 5th International Conference of Education, Research and Innovation
JA - ICERI2012 Proceedings
SP - 5494
EP - 5503
ER -
G. Martínez-Borreguero, A.L. Pérez-Rodríguez, F.L. Naranjo-Correa, M.I. Suero-López, P.J. Pardo-Fernández (2012) MEANINGFUL LEARNING IN PHYSICS EDUCATION. IS OUR BRAIN PHYSIOLOGICALLY CONSTRUCTIVIST?, ICERI2012 Proceedings, pp. 5494-5503.
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