Teaching as Brain Changing: Exploring Connections between Neuroscience and Innovative Teaching

Abstract

H ow do you conceptualize learning? Do you think of learning as a contractual agreement: the instructor performs certain actions to facilitate learning, and the student, in turn, explicitly or implicitly promises to behave in ways to receive that learning? Or do you think of learning in sociological terms: the learner, through what he or she learns, transforms his or her beliefs and becomes a more emancipated citizen of the world? Or perhaps you think of learning in psychological terms: learners are motivated, store facts in their minds, and create mental knowledge structures. All of these ways of conceptualizing learning can be beneficial in understanding how students learn and what makes teaching effective.