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Dylan J.H.A. Henssen Loes van den Heuvel Guido De Jong Marc A.T.M. Vorstenbosch Anne-Marie van Cappellen van Walsum Marianne M. Van den Hurk Jan G.M. Kooloos Ronald H.M.A. Bartels 《Anatomical sciences education》2020,13(3):353-365
Neuroanatomy education is a challenging field which could benefit from modern innovations, such as augmented reality (AR) applications. This study investigates the differences on test scores, cognitive load, and motivation after neuroanatomy learning using AR applications or using cross-sections of the brain. Prior to two practical assignments, a pretest (extended matching questions, double-choice questions and a test on cross-sectional anatomy) and a mental rotation test (MRT) were completed. Sex and MRT scores were used to stratify students over the two groups. The two practical assignments were designed to study (1) general brain anatomy and (2) subcortical structures. Subsequently, participants completed a posttest similar to the pretest and a motivational questionnaire. Finally, a focus group interview was conducted to appraise participants’ perceptions. Medical and biomedical students (n = 31); 19 males (61.3%) and 12 females (38.7%), mean age 19.2 ± 1.7 years participated in this experiment. Students who worked with cross-sections (n = 16) showed significantly more improvement on test scores than students who worked with GreyMapp-AR (P = 0.035) (n = 15). Further analysis showed that this difference was primarily caused by significant improvement on the cross-sectional questions. Students in the cross-section group, moreover, experienced a significantly higher germane (P = 0.009) and extraneous cognitive load (P = 0.016) than students in the GreyMapp-AR group. No significant differences were found in motivational scores. To conclude, this study suggests that AR applications can play a role in future anatomy education as an add-on educational tool, especially in learning three-dimensional relations of anatomical structures. 相似文献
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教育神经科学研究进展 总被引：1，自引：0，他引：1
教育神经科学通过探索有关学习的脑机制,为学习科学研究提供生理学研究视角。文章首先对教育神经科学的内涵、发展及脑功能成像技术进行简要的介绍;继而对教育神经科学的主要研究内容进行论述,包括脑的功能结构与发展研究、语言学习的脑机制研究、数学学习的脑机制研究,以及情绪发展的脑机制研究;最后,描述了教育神经科学面临的困境,并提出教育神经科学未来的研究方向。 相似文献
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感情神经科学这一学科关注的是情绪和心境的潜在神经基质。近年来,感情神经科学通过使用功能神经成像、行为实验、电生理记录、动物和人类的损害研究及动物和人类的行为实验等方法和技术,以在神经生物学和心理学水平更好地理解情感和情绪。本文首先对感情神经科学的发展历史进行回顾;接着简要概述了几个主要大脑区域对情绪加工的贡献;最后指出了感情神经科学的未来方向。 相似文献
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认知神经科学通过将脑成像技术和认知心理学的实验范式结合起来,探索人类的行为的深层机制.大脑作为学习的主要器官,是认识神经科学的主要研究对象.认知神经科学关注学习所激活的脑区、神经回路以及激活的时程,从神经活动的层面上阐述学习的机制.大脑学习机制的阐明可以帮助教育工作者改进教学方法,为教育学奠定科学的基础.认知神经科学还... 相似文献
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脑的可塑性是指大脑结构和功能随着内外环境变化而不断修饰和重组的能力,它是一种终身的能力。近年来一些研究发现运动可影响大脑的可塑性,运动和脑的可塑性的关系日益受到关注,已成为多学科领域研究前沿和热点问题。本文对二者间关系的研究进展进行了综述,研究表明:运动可以通过系统水平、细胞水平、分子水平等途径影响脑的可塑性;运动对不同人生阶段脑的可塑性均存在积极效益。这些研究成果提示:理解运动与大脑的可塑性研究成果,重视运动的积极作用;提供丰富且适宜的运动干预(教育)方案,提高方案的效果;注重"联合效应",促进大脑的整合式发展。 相似文献
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该文从学术思想史的视角出发,提出自学习科学创建以来,学习研究在三十年间经历了三次重大转向。第一次是让学习研究“立地”的“方法学转向”,以“基于设计的研究”的提出为标志,缓解了百余年来教育学与心理学之间的紧张关系,为学习研究走向统一提供了一个“脚手架”;第二次是让学习研究“顶天”的“基础研究转向”,以教育与认知神经科学崛起为标志,向基础研究下沉,并对实践产生了正反两方面影响。现在即将迎来第三次重大转折——学习研究的“工程转向”与学习工程的崛起。该研究提出,要从前两次重大转折中把握学习研究的未来走向,推动学习工程的崛起和可持续发展,既要基于“基于设计的研究”的工程隐喻,实现科学思维向工程思维的转换,促进学习研究中科学、技术与工程的一体化发展,又要直面学习研究从基础科学向应用实践转化面临的挑战与伦理问题,利用人工智能技术赋予的力量跨越二者之间“过于遥远的桥”,从而缓解“顶天”与“立地”之间重新浮现的巨大张力。 相似文献
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Combining fiber dissection,plastination, and tractography for neuroanatomical education: Revealing the cerebellar nuclei and their white matter connections 
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下载免费PDF全文 Hisse Arnts Michiel Kleinnijenhuis Jan G.M. Kooloos Annelieke N. Schepens‐Franke Anne‐Marie van Cappellen van Walsum 《Anatomical sciences education》2014,7(1):47-55
In recent years, there has been a growing interest in white matter anatomy of the human brain. With advances in brain imaging techniques, the significance of white matter integrity for brain function has been demonstrated in various neurological and psychiatric disorders. As the demand for interpretation of clinical and imaging data on white matter increases, the needs for white matter anatomy education are changing. Because cross‐sectional images and formalin‐fixed brain specimens are often insufficient in visualizing the complexity of three‐dimensional (3D) white matter anatomy, obtaining a comprehensible conception of fiber tract morphology can be difficult. Fiber dissection is a technique that allows isolation of whole fiber pathways, revealing 3D structural and functional relationships of white matter in the human brain. In this study, we describe the use of fiber dissection in combination with plastination to obtain durable and easy to use 3D white matter specimens that do not require special care or conditions. The specimens can be used as a tool in teaching white matter anatomy and structural connectivity. We included four human brains and show a series of white matter specimens of both cerebrum and cerebellum focusing on the cerebellar nuclei and associated white matter tracts, as these are especially difficult to visualize in two‐dimensional specimens and demonstrate preservation of detailed human anatomy. Finally, we describe how the integration of white matter specimens with radiological information of new brain imaging techniques such as diffusion tensor imaging tractography can be used in teaching modern neuroanatomy with emphasis on structural connectivity. Anat Sci Educ. 7: 47–55. © 2013 American Association of Anatomists. 相似文献
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The place of language learning in a liberal education: implications for curriculum policy in Ireland
Kevin Williams 《Irish Educational Studies》2019,38(2):141-156
This article attempts to expand, and to add to, one important aspect of the rationale for including the study of languages as part of a liberal education. Following criticism of the profile of the vocational rationale for language learning in Irish curriculum policy, the article develops recent research on the work of L. V. Shcherba to defend the role of language learning as part of a liberal education. The principal argument advanced and illustrated is that language learning has the potential to increase intellectual resources and, secondarily, to enhance literacy. This it achieves by introducing learners to new worlds of thought through revealing different linguistic maps for representing the world and by making them are aware of the nature of language. The argument is supplemented by reference to research in neuroscience that shows that knowledge of languages contributes to cognitive empowerment. 相似文献
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Hyemin Han 《Journal of moral education》2017,46(2):97-113
The present study meta-analyzed 45 experiments with 959 subjects and 463 activation foci reported in 43 published articles that investigated the neural mechanism of moral functions by comparing neural activity between the moral task conditions and non-moral task conditions with the Activation Likelihood Estimation method. The present study examined the common activation foci of morality-related task conditions. In addition, the study compared the neural correlates of moral sensitivity with the neural correlates of moral judgment, which are the two functional components in the Neo-Kohlbergian model of moral functioning. The results showed that brain regions associated with the default mode network were significantly more active during morality-related task conditions than during non-morality task conditions. These brain regions were also commonly activated in both moral judgment and moral sensitivity task conditions. In contrast, the right temporoparietal junction and supramarginal gyrus were found to be more active only during conditions of moral judgment. These findings suggest that the neural correlates of moral sensitivity and moral judgment are perhaps commonly associated with brain circuitries of self-related psychological processes, but the neural correlates of those two functional components are distinguishable from each other. 相似文献
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Traditionally, the teaching of music has tended to be a professional subject within the training of virtuosos in conservatories or a playful subject taught in schools, without due consideration given to the potential it offers to developing cognitive capacities. Advances in neuroscience highlight the importance of learning music in relation to the cognitive benefits derived from its practice. Brain exploration techniques show that practising music places a significant demand on the most developed cognitive functions of the human being, confirming the intervention of different cerebral areas involving a large portion of the brain and an increase in attention and concentration levels. After carrying out a literature review of the current state of the question, some of the most common findings in all fields of musical education are cited, considering aspects that are of particular relevance today, such as interdisciplinarity, emotion, cooperative learning, self-regulation and creativity. 相似文献