Application of neuroeducational strategies as perceived by educational specialists

Abstract

Currently, teaching methodologies are oriented to the development of competencies in
students. However, multiple international evaluations show gaps in teaching practices.
Specifically, in the area of pedagogical strategies, which hinder the development of meaningful
learning in students. In view of this problem, the question arose: What are the perceptions of
educational specialists on the integration of neuroeducational strategies in the pedagogical
process at the secondary level? This was the starting point for this research. The general
objective of this research was to analyze the perceptions of educational specialists on the
integration of neuroeducational strategies in the pedagogical process at the secondary level.
For an adequate investigative processing, we worked with a qualitative approach framed in the
naturalistic paradigm and a phenomenological design. The instrument used to collect the
perceptions of the specialists was an interview guide. As a result, it was concluded that
educational specialists are aware of the contribution of the neuroeducational field. However,
they do not have the necessary knowledge to apply the strategies in the classroom. Therefore, it
was recommended that teachers interested in improving their pedagogical work be trained
and/or updated with scientific knowledge about brain functioning.