What is learning? Neuroeducation point of view.

By Gisela Lopez.

Learning is evidence of a behavior change. Incorporate information, convert it into knowledge and then be able to apply it to our daily dynamics: it is learning. This is timeless and transversal to a subject. We learn to eat, dress, sleep, play, buy a plane ticket, post photos on social networks, etc.

A sequence of processes occurs in the brain: "This chain begins with the need to perceive and encode sensory input or information through the body, multisensory resources, motivation, and all prior knowledge stored in a memory system." (CEREBRUM,2022)

It is then that the neurological events continue in the process. The attention mechanism is activated, so students can ignore irrelevant stimuli and acquire the proposal presented in class.

Learning involves many brain systems and networks. It is essential for every educator, when planning their classes and/or activities, to keep in mind this natural sequence of learning:

The brain captures sensations and perceptions through different stimuli and activates the attention system.

Then, it is prepared to file the information in the memory, but it is necessary to review it with different strategies and moments; to get the info fixed.

Let us remember how the new information was acquired and what is decisive for learning to become real/significant. We will then have to provide opportunities for incorporating information and then move on to remember.

The brain has a great plastic capacity, which allows us to relearn from our different life experiences; we are always learning.

"With approximately 86 trillion nerve cells (neurons), the brain assembles a network of connections from the prenatal stage and forms a unique "wiring" in each human being. This large changing system of communication between neurons (the synapses) allows the brain to learn all the time." (CEREBRUM,2022)

There is a gradual process of brain development, a long process of cortical maturation, which is now said to end around 26 years of age. As the brain matures, every experience, stimulus, and environment to which it is exposed will influence learning: family environment, social environment, and living conditions. Each individual will evidence his maturation at a particular time, each brain is different, and not all were stimulated in the same way.

But what about genetics? We cannot forget that genetic and environmental factors will impact learning and development. However, the experiences and stimuli will positively or negatively modify the learning process. Genes make each individual unique.

Finally, two last details to consider: the movement within the class; activity oxygenates the brain, allows relaxation, and activates attention. And very important: mood, feelings, and emotions impact the attitude and predisposition to make decisions, reason, and retain information. "An emotionally stable educator and a favorable climate in the classroom are essential factors for learning." (CEREBRUM,2022)

To reflect:

If to learn, a child puts into action their emotions, genes, environment, stimuli, brain plasticity, maturation, and movement. Wouldn't it be logical for our planning to consider each of these aspects?

It becomes essential for teachers to access information about the life history of their students. This is how they will have a clearer view of the actions and their pedagogical intervention.

Let's try to include relaxation and enjoyment activities in our daily activities. Let's not forget that a high-stress level will negatively affect our teaching practice and the class atmosphere.