Active methodologies as a neurodidactic resource in the teaching and learning of science and biology

Abstract

Active methodologies play a fundamental role in the teaching and learning process from a neurodidactic perspective. The aim of this study is to investigate the impact of active methodologies on the teaching of Science and Biology from a neurodidactic perspective, with the aim of identifying how these approaches can contribute to improving student learning, especially in the face of the challenges presented by the complexity of scientific concepts. The research adopts a qualitative exploratory approach, using a bibliographic review as the data collection method. The results highlight the importance of neuroscientific studies in education, emphasizing the influence of emotions on the learning process and the need for approaches that arouse emotional interest in students. Neurodidactics has emerged as a fundamental tool for adapting teaching methods and creating learning environments that stimulate attention, memory and recognize students' individual differences. In addition, active methodologies, such as problem-based learning and the flipped classroom, are proving to be effective in developing students' critical thinking and autonomy. Thus, this study highlights the importance of integrating neuroscientific approaches with active teaching methodologies to promote more meaningful learning in the context of Science and Biology, contributing to more effective and meaningful pedagogical practices.