La neuroeducación y el diseño de experiencias de aprendizaje basadas en el funcionamiento cerebral

Patricia Verónica Sarmas Freire; Isabel Johanna Hernández Flores; Blanca Selena Quisnia Amaguaya; Adriana Kerly Rosado Martillo; Eva Paulina Chasiluisa Unda; Jovana Cristina Guayasamín Iza; Stefania Jadira Hernández Flores; María Dolores Carpio; Pilar Rosemary Cun Aldaz; Edith Noemi Camacas Villamagua

Neuroeducation and the design of learning experiences based on brain function

Authors

Patricia Verónica Sarmas Freire, Autor independiente, (Ecuador).; Isabel Johanna Hernández Flores, Universidad Estatal de Milagro, (Ecuador).; Blanca Selena Quisnia Amaguaya, Universidad Estatal de Milagro, (Ecuador).; Adriana Kerly Rosado Martillo, Autor independiente, (Ecuador).; Eva Paulina Chasiluisa Unda, Ministerio de Educación, (Ecuador).; Jovana Cristina Guayasamín Iza, Autor independiente, (Ecuador).; Stefania Jadira Hernández Flores, Autor independiente, (Ecuador).; María Dolores Carpio, Ministerio de Educación, (Ecuador).; Pilar Rosemary Cun Aldaz, Autor independiente, (Ecuador).; Edith Noemi Camacas Villamagua, Autor independiente, (Ecuador).

Keywords:

Neuroeducation, Brain learning, Designing learning experiences

Synopsis

The book Neuroeducation and the Design of Learning Experiences Based on Brain Function presents a scientific and interdisciplinary perspective on the relationship between brain function and teaching and learning processes. The work integrates knowledge from neuroscience, cognitive psychology, and pedagogy to explain how brain mechanisms influence the acquisition, consolidation, and application of knowledge. Throughout its ten chapters, it explores fundamental topics such as the epistemological principles of neuroeducation, brain architecture, neuronal plasticity, attention, emotion, executive functions, memory, neurodiversity, multisensory learning experiences, and assessment from a neuroeducational perspective. It also analyzes the neurobiological processes that underpin learning, highlighting the importance of neuronal connectivity, emotional regulation, motivation, and the adaptation of pedagogical strategies to the individual characteristics of students. The text also examines the limitations of applying neuroscience in education, warning against neuromyths and the need to critically interpret scientific evidence before transferring it to the school context. Finally, the work proposes a model for designing learning experiences based on knowledge of brain function, aimed at fostering meaningful learning, personalized instruction, educational inclusion, and the holistic development of students. Overall, it constitutes an up-to-date contribution for teachers, researchers, and education professionals interested in strengthening pedagogical practice through approaches grounded in scientific evidence and a comprehensive understanding of the human brain.

Author Biographies

Patricia Verónica Sarmas Freire, Autor independiente, (Ecuador).

Graduate in Educational Sciences with a mention in Initial Education, graduated from the Private Technical University of Loja, (Ecuador). Master in Early Childhood Education, from the State University of Milagro (Ecuador). Teacher with 6 years of experience.

Isabel Johanna Hernández Flores, Universidad Estatal de Milagro, (Ecuador).

Licensed in Nursing, graduated from the State University of Milagro (Ecuador). Master's in Public Health with a specialization in Primary Health Care. Teacher with 3 years of experience.

Blanca Selena Quisnia Amaguaya, Universidad Estatal de Milagro, (Ecuador).

Licensed in Nursing, graduated from the State University of Milagro, (Ecuador). Master's in Public Health with a specialization in Primary Health Care, from the State University of Milagro, (Ecuador). Teacher with 3 years of experience.

Adriana Kerly Rosado Martillo, Autor independiente, (Ecuador).

Commercial Engineer specializing in Financial Administration, graduated from the State University of Milagro, Ecuador. Master's degree in Secondary Education with a specialization in Social Science Pedagogy. Teacher with 2 years of experience.

Eva Paulina Chasiluisa Unda, Ministerio de Educación, (Ecuador).

Bachelor of Science in Education with a specialization in Early Childhood Education, graduated from the Technical University of Cotopaxi, (Ecuador). Master of Science in Early Childhood Education, from the Technical University of Ambato, (Ecuador). Teacher with 14 years of experience.

Jovana Cristina Guayasamín Iza, Autor independiente, (Ecuador).

Bachelor of Science in Education with a specialization in Basic Education, graduated from the Universidad Técnica Particular de Loja, Ecuador. Master of Science in Basic Education, from the Universidad Estatal de Milagro, Ecuador. Teacher with 29 years of experience.

Stefania Jadira Hernández Flores, Autor independiente, (Ecuador).

Bachelor's degree in Business Management from the State University of Milagro, Ecuador. Master's degree in Project Management from the State University of Milagro, Ecuador. Teacher with 12 years of experience.

María Dolores Carpio, Ministerio de Educación, (Ecuador).

Graduate in Educational Sciences. Secondary Education Professor in the Specialization of Spanish and Literature at the Central University of Ecuador, (Ecuador). Master in Education and Development Projects with a Gender Approach. Teacher with 28 years of experience.

Pilar Rosemary Cun Aldaz, Autor independiente, (Ecuador).

Bachelor of Science in Education with a specialization in Early Childhood Education, graduated from the Technical University of Machala, (Ecuador). Teacher with 15 years of experience.

Edith Noemi Camacas Villamagua, Autor independiente, (Ecuador).

Bachelor of Science in Education with a specialization in Basic Education, graduated from the Equinoctial Technological University (Ecuador). Master's Degree in Educational Technology and Digital Competencies, International University of La Rioja (Spain). Teacher with 16 years of experience.