The Cognitive Neuroscience of the Teacher-Student Interaction

Pedagogy is the science and art of teaching. Each generation needs to explore the history, theory, and practice of the teacher–student interaction. Here we pave the path to develop a science that explores the cognitive and physiological processes involved in the human capacity to communicate knowledge through teaching. We review examples from our previous work in this research area and discuss a path to reveal the cognitive and cerebral mechanisms by which we teach, unfolding a complex operation such as teaching in its constituents and components.

Palabras clave: Cognitive neuroscience , Teacher-Student Interaction , Cerebral mechanisms , Education

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Excepto donde se diga explícitamente, este item se publica bajo la siguiente descripción: Creative Commons Attribution-NonCommercial-ShareAlike 2.5 Unported (CC BY-NC-SA 2.5)

Identificadores

URI: http://hdl.handle.net/11336/104383

URL: http://onlinelibrary.wiley.com/doi/10.1111/mbe.12025/pdf

URL: https://onlinelibrary.wiley.com/doi/full/10.1111/mbe.12025

DOI: https://doi.org/10.1111/mbe.12025

Colecciones

Articulos(IFIBA)
Articulos de INST.DE FISICA DE BUENOS AIRES

Articulos(IMAS)
Articulos de INSTITUTO DE INVESTIGACIONES MATEMATICAS "LUIS A. SANTALO"

Articulos(SEDE CENTRAL)
Articulos de SEDE CENTRAL

Citación

Battro, Antonio M.; Calero, Cecilia Ines; Goldin, Andrea Paula; Holper, Lisa; Pezzatti, María Laura; et al.; The Cognitive Neuroscience of the Teacher-Student Interaction; Wiley; Mind, Brain and Education; 7; 3; 9-2013; 177-181

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