Neurobiological Bases of Learning and Their Role for the Paradigm Shift in Education

Abstract

In recent years, neurobiology has produced the cellular foundations that account for the pheno-mena of memory and learning in mammals. Nevertheless, this information has not always been applied to educational processes. Our paper reviews the information regarding the cellular pro-cesses underlying learning and how these may impact or explain didactic processes, forcing us to rethink current paradigms.