Perspectiva das neurociências para otimizar a aprendizagem e o método de aprendizagem Feynman

Felipe Viegas Rodrigues

doi:10.5585/46.2023.25442

Authors

Felipe Viegas Rodrigues Unoeste https://orcid.org/0000-0002-1073-867X

DOI:

https://doi.org/10.5585/46.2023.25442

Keywords:

self-directed learning as topic, study guide, memory, executive function

Abstract

Active learning methodologies are an excellent educational resource for students. However, effective study techniques outside the classroom are still underutilized. The aim of this study is to bring the perspective of neuroscience to optimize learning. One crucial finding is that memories naturally tend to fade unless there is explicit repetition in contact with the study material. Paying singular attention, without any multitasking, is also crucial to optimize the formation of long-lasting memory traces. In addition, effective study strategies should engage executive functions to promote active manipulation and association of information. Lastly, learning by teaching is a strategy with the potential to promote sufficient repetition and reflection on the content. Particularly, the Feynman learning method is a robust strategy supported by an extensive reflective process of information, that should be systematically tested in future work.

Downloads

Download data is not yet available.

References

ANSARI, D.; COCH, D. Bridges over troubled waters: education and cognitive neuroscience. Trends in cognitive sciences, v. 10, n. 4, p. 146–151. 2006. https://doi.org/10.1016/j.tics.2006.02.007.

BADDELEY, A. Working memory. Current biology: CB, v. 20, n. 4, p. R136–R140. 2010. https://doi.org/10.1016/j.cub.2009.12.014.

BASSETT, D. S.; SPORNS, O. Network neuroscience. Nature neuroscience, v. 20, n. 3, p. 353–364. 2017. https://doi.org/10.1038/nn.4502.

BLASIMAN, R. N.; DUNLOSKY, J.; RAWSON, K. A. The what, how much, and when of study strategies: comparing intended versus actual study behaviour. Memory (Hove, England), v. 25, n. 6, p. 784–792. 2017. https://doi.org/10.1080/09658211.2016.1221974.

BOLY, M.; GARRIDO, M. I.; GOSSERIES, O.; BRUNO, M. A.; BOVEROUX, P.; SCHNAKERS, C.; MASSIMINI, M.; LITVAK, V.; LAUREYS, S.; FRISTON, K. Preserved feedforward but impaired top-down processes in the vegetative state. Science (New York, N.Y.), v. 332, n. 6031, p. 858–862. 2011. https://doi.org/10.1126/science.1202043.

BRESSLER, S. L.; MENON, V. Large-scale brain networks in cognition: emerging methods and principles. Trends in cognitive sciences, v. 14, n. 6, p. 277–290. 2010. https://doi.org/10.1016/j.tics.2010.04.004.

BROSNAN, M. B.; WIEGAND, I. The Dorsolateral Prefrontal Cortex, a Dynamic Cortical Area to Enhance Top-Down Attentional Control. The Journal of neuroscience: the official journal of the Society for Neuroscience, v. 37, n. 13, p. 3445–3446. 2017. https://doi.org/10.1523/JNEUROSCI.0136-17.2017.

CAM. The Feynman Technique. 2020. University of Colorado Boulder. Disponível em: https://www.colorado.edu/artssciences-advising/resource-library/life-skills/the-feynman-technique-in-academic-coaching. Acesso em: 08 out. 2023.

CARTER, J.A.; KOTZEE, B. Epistemology of Education. Oxford Bibliographies. 2015. https://doi.org/10.1093/OBO/9780195396577-0292.

CORBETTA, M.; PATEL, G.; SHULMAN, G. L. The reorienting system of the human brain: from environment to theory of mind. Neuron, v. 58, n. 3, p. 306–324. 2008. https://doi.org/10.1016/j.neuron.2008.04.017.

CORKIN, S. What's new with the amnesic patient H.M.?. Nature reviews Neuroscience, v. 3, n. 2, p. 153–160. 2002. https://doi.org/10.1038/nrn726.

COWAN, N. Working memory development: A 50-year assessment of research and underlying theories. Cognition, v. 224, p. 105075. 2022. https://doi.org/10.1016/j.cognition.2022.105075.

DE VIVO, L.; BELLESI, M.; MARSHALL, et al. Ultrastructural evidence for synaptic scaling across the wake/sleep cycle. Science (New York, N.Y.), v. 355, n. 6324, p. 507–510. 2017. https://doi.org/10.1126/science.aah5982.

DOMINICZAK, M. H. (2015). Individuality in science: Richard Feynman. Clinical chemistry, v. 61, n. 6, p. 894–895. 2015. https://doi.org/10.1373/clinchem.2014.233510.

DUNLOSKY, J.; RAWSON, K. A.; MARSH, E. J. et al. (2013). Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological science in the public interest, v. 14, n. 1, p. 4–58. https://doi.org/10.1177/1529100612453266.

EKMAN, P.; CORDARO, D. What is Meant by Calling Emotions Basic. Emotion Review, v. 3, n. 4, p. 364–370. 2011. https://doi.org/10.1177/1754073911410740.

ELSTON, G. N. Specialization of the neocortical pyramidal cell during primate evolution. In KAAS, J. H. (Ed.) Evolution of Nervous Systems. Amsterdam, Netherlands: Elsevier. 2007, v. 4 p. 191-242. https://doi.org/10.1016/B0-12-370878-8/00164-6.

FAN, J.; GU, X.; GUISE, K. G.; et al. Testing the behavioral interaction and integration of attentional networks. Brain and cognition, v. 70, n. 2, p. 209–220. 2009. https://doi.org/10.1016/j.bandc.2009.02.002.

FENG, Z.; CHU, C.; ZHU, D. et al. Investigation of intervention methods based on different leading roles in family regarding child road safety education: An experimental study. Accident; analysis and prevention, v. 178, p. 106874. 2022. https://doi.org/10.1016/j.aap.2022.106874.

FERRER, E.; O'HARE, E. D.; BUNGE, S. A. Fluid reasoning and the developing brain. Front Neurosci. V. 3, n. 1, p. 46-51. 2009. https://doi.org/10.3389/neuro.01.003.2009.

FOSTER, N. L.; MUELLER, M. L.; WAS, C. et al. Why does interleaving improve math learning? The contributions of discriminative contrast and distributed practice. Memory & cognition, v. 47, n. 6, p. 1088–1101. 2019. https://doi.org/10.3758/s13421-019-00918-4.

FRAGA, G. P.; CARVALHO, R. B.; HIRANO, E. S.; BOLLELA, V. R. Basic life support: medical students learning by teaching. Medical education, v. 46, n. 11, p. 1105. 2012. https://doi.org/10.1111/medu.12026.

FREEMAN, S.; EDDY, S. L.; MCDONOUGH, M. et al. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, v. 111, n. 23, p. 8410–8415. 2014. https://doi.org/10.1073/pnas.1319030111.

FUSTER, J. M. Prefrontal Cortex in Decision-Making: The Perception–Action Cycle. In: Dreher, J. C. & Tramblay, L. (Eds.) Decision Neuroscience: an integrative approach. Cambridge: Academic Press. 2017. pp. 95-105. https://doi.org/10.1016/B978-0-12-805308-9.00008-7.

FUSTER, J. M. Cognitive Networks (Cognits) Process and Maintain Working Memory. Frontiers in neural circuits, v. 15, p. 790691. 2022. https://doi.org/10.3389/fncir.2021.790691.

Gruber, M. J.; Ritchey, M.; Wang, S. F.; et al. Post-learning Hippocampal Dynamics Promote Preferential Retention of Rewarding Events. Neuron, v. 89, n. 5, p. 1110–1120. 2016. https://doi.org/10.1016/j.neuron.2016.01.017.

HELENE, A. F.; XAVIER, G. F. A construção da atenção a partir da memória. Brazilian Journal of Psychiatry, v. 25, n. Supl. II, p. 12–20. 2003. https://doi.org/10.1590/S1516-44462003000600004.

HERMIDA, M. J.; PEREZ SANTANGELO, A.; CALERO, C. I. et al. Learning-by-Teaching Approach Improves Dengue Knowledge in Children and Parents. The American journal of tropical medicine and hygiene, v. 105, n. 6, p. 1536–1543. 2021. https://doi.org/10.4269/ajtmh.21-0253.

HESSLOW, G. (2002). Conscious thought as simulation of behaviour and perception. Trends in cognitive sciences, v. 6, n. 6, p. 242–247. https://doi.org/10.1016/s1364-6613(02)01913-7.

KERSTEN, H. W. The enhancement of learning by teaching. European journal of dental education: official journal of the Association for Dental Education in Europe, v. 1, n. 4 p. 149–152, 1997.

KOBAYASHI, K. Learning by creating teaching materials: Conceptual problems and potential solutions. Front. Psychol. v. 14, p. 1095285. 2023. https://doi.org/10.3389/fpsyg.2023.1095285.

KOLB, B. Do all mammals have a prefrontal cortex? In KAAS, J. H. (Ed.) Evolution of Nervous Systems. Amsterdam, Netherlands: Elsevier. 2007. v. 3 p. 443-450. https://doi.org/10.1016/B0-12-370878-8/00081-1.

KUHN, J.; MAMEDE, S.; van den BERG, P. et al. Learning deliberate reflection in medical diagnosis: does learning-by-teaching help? Advances in health sciences education: theory and practice, v. 28, n. 1, p. 13–26. 2023. https://doi.org/10.1007/s10459-022-10138-2.

LAURENCE, J. On being a Kunkel acolyte. Lupus, v. 12, n. 3, p. 207–208. 2023. https://doi.org/10.1191/0961203303lu358xx.

MAY, K.E.; ELDER, A.D. Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance. Int J Educ Technol High Educ, v. 15, p. 13. 2018. https://doi.org/10.1186/s41239-018-0096-z.

MENON, V. 20 years of the default mode network: A review and synthesis. Neuron, v. 111, n. 16, p. 2469–2487. 2023. https://doi.org/10.1016/j.neuron.2023.04.023.

MOREIRA, I. C. Feynman e suas conferências sobre o ensino de física no Brasil. Rev. Bras. Ensino Fís. v. 40 n. 4. p. e4203. 2018. https://doi.org/10.1590/1806-9126-RBEF-2017-0374.

MOTA, A. R.; ROSA, C. T. W. Ensaio sobre metodologias ativas: reflexões e propostas. Revista Espaço Pedagógico, v. 25, n. 2, p. 261-276, 2018. https://doi.org/10.5335/rep.v25i2.8161.

OPHIR, E.; NASS, C.; & WAGNER, A. D. Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences of the United States of America, v. 106, n. 37, p. 15583–15587. 2009. https://doi.org/10.1073/pnas.0903620106.

POSNER, M. I.; ROTHBART, M. K.; & GHASSEMZADEH, H. Restoring Attention Networks. The Yale journal of biology and medicine, v. 92, n. 1, p. 139–143. 2019.

RADVANSKY, G. A.; DOOLEN, A. C.; PETTIJOHN, K. A.; & RITCHEY, M. A new look at memory retention and forgetting. Journal of experimental psychology. Learning, memory, and cognition, v. 48, n. 11, p. 1698–1723. 2022. https://doi.org/10.1037/xlm0001110.

RANNEY, M.; SHIMODA, T. Education. In: Wilson, R. A.; Keil, F. C. The MIT encyclopedia of the cognitive sciences. 1ª ed. Cambridge, MA. 1999. p. 261-262. The MIT Press.

RASCH, B.; BORN, J. About sleep's role in memory. Physiological reviews, v. 93, n. 2, p. 681–766. 2013. https://doi.org/10.1152/physrev.00032.2012.

REISBERG, D. Learning. In: Wilson, R. A.; Keil, F. C. The MIT encyclopedia of the cognitive sciences. 1ª ed. Cambridge, MA. pp. 460-461. 1999. The MIT Press.

RICHERSON, P. J.; BOYD, R. Not by Genes Alone: How Culture Transformed Human Evolution. University of Chicago Press. 2005.

SASIN, E.; FOUGNIE, D. The road to long-term memory: Top-down attention is more effective than bottom-up attention for forming long-term memories. Psychonomic bulletin & review, v. 28, n. 3, p. 937–945. 2021. https://doi.org/10.3758/s13423-020-01856-y.

SHETTLEWORTH, S. J. Cognition, Evolution, and Behavior. (2nd ed.) Oxford University Press. 2010.

SQUIRE, L. R. The legacy of patient H.M. for neuroscience. Neuron, v. 61, n. 1, p. 6–9. 2009. https://doi.org/10.1016/j.neuron.2008.12.023.

SQUIRE, L. R.; GENZEL, L.; WIXTED, J. T.; & MORRIS, R. G. Memory consolidation. Cold Spring Harbor perspectives in biology, v. 7, n. 8, p. a021766. 2015. https://doi.org/10.1101/cshperspect.a021766.

SUN, N. Z.; MANIATIS, T.; STEINERT, Y. Learning by teaching: benefits for frontline clinician-teachers. Medical education, v. 53, n. 11, p. 1154–1155. 2019. https://doi.org/10.1111/medu.13977.

Nobel Prize Outreach AB. The Nobel Prize in Physics 1965. 2023. NobelPrize.org. https://www.nobelprize.org/prizes/physics/1965/summary/

TONONI, G.; CIRELLI, C. Sleep and synaptic homeostasis: a hypothesis. Brain research bulletin, v. 62, n. 2, p. 143–150. 2003. https://doi.org/10.1016/j.brainresbull.2003.09.004.

TONONI, G.; CIRELLI, C. Sleep and the price of plasticity: from synaptic and cellular homeostasis to memory consolidation and integration. Neuron, v. 81, n. 1, p. 12–34. 2014. https://doi.org/10.1016/j.neuron.2013.12.025.

VELOSO, S. G., PEREIRA, G. S., VASCONCELOS, N. N. et al. Learning by teaching basic life support: a non-randomized controlled trial with medical students. BMC medical education, v. 19, n. 1, p. 67. 2019. https://doi.org/10.1186/s12909-019-1500-7.

WENYAN, X., TIANDONG, D., SEN, Y., Discussion on the application of Feynman learning method in non-commissioned officer education. Proceedings of the 2021 2nd International Conference on Mental Health and Humanities Education (ICMHHE 2021), p. 561. 2021. https://doi.org/10.2991/assehr.k.210617.156.

WHITEHEAD, H. Culture in Whales and Dolphins. In: PERRIN, W. F.; WÜRSIG, B.; THEWISSEN, J. G. M. Encyclopedia of Marine Mammals, 2nd ed. Cambridge, MA. p. 292–294. 2009. Academic Press. https://doi.org/10.1016/b978-0-12-373553-9.00068-7.

WOODS, R. Note Taking in Class. 2021. Law Library, University of Hawaiʻi at Mānoa. Disponível em: https://law-hawaii.libguides.com/notetaking/feynman. Acesso em: 08 out. 2023.