Caracterización de avances investigativos sobre educación emocional en la educación en Ciencias Naturales

Abstract

Since the 1990s, emotional education began to be recognized and disseminated, seeking to transform the way in which it is taught and learned. However, education in the last century was focused on the cognitive development of students guided by academic curricula that, although showed constant progress in pedagogical approaches, it also stood out for focusing on the transmission of purely academic knowledge, leaving the emotional sphere on a secondary level and even dispensable, granting the autonomy of each student the responsibility for their personal development, taking into account Keep in mind that these competencies, in addition to supporting academic development, are essential for life in society. However, from neuroeducation, authors such as Antonio Damasio and Mary Helen Immordino-Yang recognized that within the various areas that involve the teaching-learning process, the amygdala and the hippocampus are the most relevant brain regions for learning since they interpret the sensations they receive and give them meaning, which is why they have a fundamental role in long-term memory. It was also found that emotions, by stimulating neuronal activity and reinforcing synaptic connections, can promote learning in positive environments in those who learn receive external stimuli in the best way; From the above it can be said that if it is taught from a negative environment, the opposite effect will arise, resulting in the learning process being slowed down and/or made more difficult.