“THE CONTRIBUTIONS OF KNOWLEDGE OF COGNITIVE NEUROSCIENCE TO THE CHEMISTRY TEACHING-LEARNING PROCESS.”
Cognitive Neuroscience, Teaching-Learning, Brain, Brain Plasticity.
The present work proposes to carry out a theoretical approach on a relationship between
Cognitive Neuroscience and its possible contributions as an alternative to rethink pedagogical practices
in the teaching-learning process of Chemistry in the context of Regular High School teachers at
Basic education. The proposal is to carry out, at the end of this research, the elaboration of a booklet as a
guiding tool complementary training of high school Chemistry teachers with
information that allows the teacher to use the knowledge of Neuroscience for the planning and
mediation of a teaching practice that encourages learning through motivation and possible
suggestions for activities to be applied in the planning and mediation of the high school teacher
facilitating tool in the teaching and learning process, building questions that allow the
teacher to rethink and reassess their teaching practice, creating and establishing mechanisms that consider
external factors and sensory stimuli as determining aspects/conditions capable of limiting or
stimulate/encourage the learning of Chemistry contents.