Neuroscientific Theories of Learning and Their Implication in the Knowledge Construction of University Students

Bertha Marlén Velásquez Burgos
bemar5@yahoo.es
Universidad Colegio Mayor de Cundinamarca (Colombia)

María Graciela Calle M.
marigracie@yahoo.es
Universidad Colegio Mayor de Cundinamarca (Colombia)

Nahyr Remolina De Cleves
remocleves@hotmail.com
Universidad Colegio Mayor de Cundinamarca (Colombia)

Abstract:

This article invites readers to reflect on the different neuroscientific theories of learning: the theory of the triune brain, the whole brain, the brain as a basis for learning, right brain versus left brain, and the theory of multiple intelligences; as well as their direct implication in the process of searching and constructing knowledge for University students, as evidenced in curriculum structure, implementation of teaching and facilitation methodologies and in evaluation systems, among others.

Keywords: Neuroscientific theories of learning, brain, teaching-learning, methodological strategies, pedagogy, education.