MIND, BRAIN AND EDUCATION
Grado en Maestro de Educación Infantil (Zamora)
Curso 2025/2026
1. Datos de la asignatura
(Fecha última modificación: 16-06-25 11:34)- Código
- 105165
- Plan
- 2010
- ECTS
- 6.00
- Carácter
- OPTATIVA
- Curso
- 3
- Periodicidad
- Primer Semestre
- Idioma
- ENGLISH
- Área
- TEORÍA E HISTORIA DE LA EDUCACIÓN
- Departamento
- Teoría e Historia de la Educación
- Plataforma Virtual
Datos del profesorado
- Profesor/Profesora
- María José Hernández Serrano
- Grupo/s
- 3
- Centro
- Fac. Ciencias de la Educación
- Departamento
- Teoría e Historia de la Educación
- Área
- Teoría e Historia de la Educación
- Despacho
- 271
- Horario de tutorías
- Contact by email to select date/hour available.
- URL Web
- https://dptotehe.usal.es/hernandez-serrano-maria-jose/
- mjhs@usal.es
- Teléfono
- 3688
2. Recomendaciones previas
There are no specific requirements for this course, which is interdisciplinary and focuses on practical application. Students should be comfortable reading and speaking in English (preferably at a B2 level or higher).
3. Objetivos
-
To prepare future graduates in Early Childhood Education and Primary Education to develop an understanding of the factors associated with the body-mind relationship, brain-based learning, and innovations emerging from the field of educational neuroscience, for their effective application in classrooms.
At the end of the course, students will be able to (learning results):
- Understand brain development as the result of both genetic and environmental influences.
- Explore the neural basis of higher brain functions that provide scientific support for learning processes.
- Examine and discuss emerging scientific evidence on the factors (both risk and protective) that can influence brain development.
- Learn about brain-based teaching approaches applied in various educational settings.
- Evaluate the criteria that Neuroeducation will likely promote in the future and their application to pedagogical practice.
4. Competencias a adquirir | Resultados de Aprendizaje
Básicas / Generales | Conocimientos.
CG4, CB2, CB3, CB4
Específicas | Habilidades.
CE66 – BP1; CE3 -BI3; CE14- BI11; CE15 – BI15; CE27- BI27
Transversales | Competencias.
Autonomous learning. Creativity. Team-work.
5. Contenidos
Teoría.
0. INTRODUCTION. The Body-Mind relationship. Relevant authors. The mind-brain problem. Overcoming Descartes' mind-body duality.
- NEUROSCIENCES AND EDUCATIONAL SCIENCES. 1.1. Neurosciences. 1.2. The neurosciences and educational sciences. 1.3. Neuromyths. 1.4. The Inheritance-Environment debate and its relationship with mind-body development. 1.3. Bridges of collaboration and transdisciplinary work between Neuroscience and Education.
- BRAIN DEVELOPMENT IN INFANCY. 2.1. Why a brain. 2.2. Stages of child brain development. 2.3. Special times for brain development. 2.4. Critical-sensitive periods. 2.5. Stimulating area-based mass neurodevelopment. 2.6. Brain equipment (Glossary)
- LEARNING AND BRAIN. 3.1. Bio-Synapses. 3.2. Processes through which information travels. 3.3. Equipment for learning: Attention, Memory and Executive Functions. 3.4. Plasticity. 3.5. A Neurodiverse classroom: ADHD, Autism, pupils with Dyslexia.
- THE BRAIN AND THE MIND-BODY RELATIONSHIP.
- EDUCATIONAL PROGRAMMES BASED ON HOW THE BRAIN WORKS. The brain corner. Multiple Intelligences. Brain-based education.
- NEUROEDUCATION AND THE FUTURE. The importance of neuroeducation to the changing society. 6.2. Classrooms of the future. 6.3. Classroom curricula/studies/ international changes. 6.4. What to teach? The brain of a teacher.
6. Metodologías Docentes
Lectures and practical sessions in the classroom; seminars, debates, active techniques, research and individual student work. Through the Studium virtual platform, articles and documents will be submitted for readings and drop boxes will be opened for students' group/personal work..
7. Distribución de las Metodologías Docentes
8. Recursos
Libros de consulta para el alumno.
Blakemore S.J., Frith, U. (2007). Cómo aprende el cerebro. Barcelona: Ariel.
Damasio, A. (2004). El error de Descartes. Barcelona: Crítica.
Enesco. I (2014). El desarrollo del bebé: cognición, emoción y afectividad. Madrid: Alianza.
Forés, A. y Ligioiz, M. (2009). Descubrir la neurodidáctica: aprender desde, en y para la vida. Barcelona: UOC.
Jensen, E. (2003). Cerebro y aprendizaje: competencias e implicaciones educativas. Madrid: Narcea.
Mora, F (2014). Neuroeducación: sólo se puede aprender aquello que se ama. Madrid: Alianza.
Morgado, I. (2014). Aprender, recordar y olvidar. Claves cerebrales de la memoria y la educación. Ariel.
Ramachandran, V. S. (2012). Lo que el cerebro nos dice: los misterios de la mente humana al descubierto. Barcelona: Paidós.
Siegel, D. J. y Bryson, T. P. (2013). El cerebro del niño: 12 estrategias revolucionarias para cultivar la mente en desarrollo de tu hijo. Barcelona: Alba.
Sousa, D. A. (2011). How the brain learns. Thousand Oaks: Corwin.
Otras referencias bibliográficas, electrónicas o cualquier otro tipo de recurso.
Amstrong, El poder de la neurodiversidad, Paidós; 2012.
Churchland, P. El cerebro moral, Paidós; 2012.
Damasio A. Y el cerebro creó al hombre. Barcelona: Destino; 2010. .
Doidge. El cerebro se cambia a sí mismo. Madrid: Aguilar; 2008.
Gazzaniga, Quién manda aquí, Barcelonoa, Paidós; 2012. .
Goldberg E. El cerebro ejecutivo. Barcelona: Crítica; 2002.
Hardiman, M. The brain-targeted teaching model for 21 st-century schools. Corwin. 2012
Howard-Jones, P. Investigación neuroeducativa. Madrid: La Muralla; 2011
Jensen E. Different brains, different learners. Thousand Oaks CAL: Corwin; 2010.
Jensen E. Enriching brain. San Francisco: Jossey-Bass; 2006.
Marina JA. El cerebro infantil. La gran oportunidad. Barcelona: Ariel; 2011.
Mora T. Neurocultura. Madrid: Alianza; 2007
Nieto Gil JM. Neurodidáctica. Madrid: CCS; 2011.
OCDE. Understanding the Brain. París; 2002.
Ortiz T. Neurociencia y educación. Madrid: Alianza; 2009.
Posner, M. I. y Rothbart, M.K. Educating the human brain. APA, 2007.
9. Evaluación
Criterios de evaluación.
The evaluation will be continuous and based on different activities: practical tasks, readings, in-class practices and a midterm test.
Criterios de evaluación:
In-class contributions, including active participation, preparation of the discussion topics based on assigned readings, and the quality and creativity of both group and individual work, will be evaluated. Individual and group work will account for 60% of the total grade, the midterm exam for 20%, and the final exam for 20%. Additionally, voluntary activities and assignments will be offered, allowing students to delve deeper into the course topics, potentially increasing their final grade.
Sistemas de evaluación.
Observation scales for active participation in debates and seminars, group work, personal work. Attendance controls. Midterm control and final exam.
Recomendaciones para la evaluación.
Active participation in the scheduled activities, study supported by the recommended bibliography, and the use of one-on-one sessions or academic support meetings to address doubts are expected.
Recommendations will be provided individually to each student, either in the classroom or during academic support sessions, depending on the specific activity or activities they need to improve or to be recovered.