مقدمه‌ای بر عصب‌شناسی یادگیری و نقش فراشناخت در فرایندهای یاددهی ـ یادگیری

نویسنده

استادیار، دانشکده مدیریت، دانشگاه علوم و فنون هوایی شهید ستاری، تهران. ایران

10.22034/jhrs.2019.100545

چکیده

زمینه و هدف: تحقیقات نشان می‌دهد که افراد به‌طور مداوم از مدل‌های ذهنی نادرست درزمینه نحوه یادگیری و حافظه استفاده می‌کنند و این امر آن‌ها را در معرض خطا، ارزیابی‌های نادرست و سوء مدیریت یادگیری خویش قرار می‌دهد. بر این اساس این مقاله به مطالعه ابعاد شناختی ـ عصبی یادگیری می‌پردازد.
روش‌شناسی: روش پژوهش، کتابخانه­ای ـ استنادی با رویکرد فراترکیب است. بدین ترتیب 104 منبع کلیدی و مرتبط شناسائی و پس از غربال‌گری 49 منبع  با بکارگیری روش فراترکیب و تفسیر کیفی مورد واکاوی قرار گرفته است.
یافته‌ها: نحوه جذب، ذخیره و بازیابی اطلاعات در مغز با آنچه درکامپیوتر اتفاق می افتد متفاوت است و فرایندی پویا، همراه با خطا، استنباطی و قابل‌بازسازی است .
نتیجه‌گیری: شناسائی ابعاد عصبی ـ شناختی یادگیری دریچه جدیدی را به سوی فهم بهتر و اثربخش تر فرایندهای یادگیری ـ یاددهی گشوده است و استفاده از ظرفیت های آن می تواند محیط های یادگیری را پویاتر سازد.

کلیدواژه‌ها


عنوان مقاله [English]

An Introduction to Neurobiology of Learning and Role of Metacognition in Learning-Teaching Processes

چکیده [English]

Background and Objective: Research has shown that people constantly use incorrect subjective models for learning and memory styles; as a result, they encounter errors, false evaluations, and mismanagement of their learning processes. Therefore, this study addresses the cognitive-neurological dimensions of learning.
Methodology: In this study, the desk method was used along with the meta-synthesis approach to identify 104 key and relevant references. After screening was performed, the meta-synthesis approach was employed with a qualitative interpretation to analyze 49 references.
Findings: How the brain absorbs, stores, and retrieves information differs from what happens in a computer; in fact, it is a dynamic, inferential, and recoverable process containing errors.
Conclusion: Identifying the cognitive-neurological dimensions of learning opens up a new window to the better and more effective perception of learning-teaching processes, the capacities of which can be employed to make learning environments more dynamic.

کلیدواژه‌ها [English]

  • metacognition
  • metacognitive judgments
  • neurobiology of learning
  • judgment of learning
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