Problem-based learning and its relationship to neuroscience in undergraduate university students

Abstract

Problem-based learning and its relationship to neuroscience in undergraduate university students aim to describe the level of knowledge and the ways in which university students transmit the information obtained through neurodidactics in the educational process. To do this, the research is based on a quantitative approach, to establish, including the use of documentary and bibliographic methods, that students in university research centers focus on the use of Problem-Based Learning (PBL) to improve their academic performance. The relationship between PBL and neurodidactics is that this methodology ensures that academic preparation is in accordance with the real interests and needs of students, works on relevant situations of daily life in an interdisciplinary approach and promotes the creation of experiences, and useful and appropriate teaching methods to the context. Research shows that neuroscience-based data can help teachers better choose the most beneficial methods to stimulate students to actively learn, leading to sustained attention and focus.