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Biological and Physiological Theories of Learning
Can learning be affected by DNA? Epigenetics? Evolution? By gut microbiomes? By heart function? Can the ability to learn be inherited? What explanations are there from the neuropsychological community to explain learning? Can we observe changes in the physical body as a result of learning? In what ways does technology (such as DNA testing, brain scans, or blood testing) influence our understanding of human learning?
On your own this week, find some research and/or theoretical information that has been presented in the last five years to share with your colleagues. Summarize your findings in your post, and suggest ideas for future research in the area. The PBS video, Learn, may help you get started on a line of research for your post.
Biological and Physiological Explanations of Learning
Lindell, A. K., & Kidd, E. (2011). Why right-brain teaching is half-witted: A critique of the misapplication of neuroscience to education. Mind, Brain & Education, 5(3), 121–127.
A look at the ideas behind an old theory, that people are either right-brained or left-brained, and how ideas can be misused to the detriment of learners.
Dance, A. (2018). Persistent epigenetic memory. Biotechniques, 63(3), 102–103.
In this short article, the author explains how epigenetics works and shares how research is being conducted on ideas such as genetic memory.
Discussion Preparation
To prepare for this week’s discussion, you will need to locate research and/or theoretical information (that has been presented in the last five years) on the topic of biological and physiological theories of learning. The following video will help you get started on a line of research for your post.
PBS. (Producer). (2018). Learn [Video]. Films on Demand.
Biological and Physiological Explanations of Learning
Lindell, A. K., & Kidd, E. (2011). Why right-brain teaching is half-witted: A critique of the misapplication of neuroscience to education. Mind, Brain & Education, 5(3), 121–127.
A look at the ideas behind an old theory, that people are either right-brained or left-brained, and how ideas can be misused to the detriment of learners.
Dance, A. (2018). Persistent epigenetic memory. Biotechniques, 63(3), 102–103.
In this short article, the author explains how epigenetics works and shares how research is being conducted on ideas such as genetic memory.