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Question: We are very much focus on how the 'brain' may influence learn both as researchers and teachers. How much do we really appreciate/understand the effects of a more 'dynamic unified body including brain approach' to inform pedagogic practice, students' engagement and participation in learning
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Richard commented on :
What is clear from the neuroscience evidence is that emotions and learning are fundamentally interconnected. High levels of stress are not conducive to learning, however, low levels of stress can also reduce performance. See Ellie’s chapter on emotions and learning in our book Neuroscience for Teachers.