Abstract
Objective: to investigate the perspectives and experiences of the faculties specializing in brain and neural sciences regarding brain-friendly teaching-learning in Iran. Methods: 17 faculties from 5 universities were selected by purposive sampling (2018). In-depth semi-structured interviews with directed content analysis were used. Results: 31 sub-subcategories, 10 subcategories, and 4 categories were formed according to the “General teaching model”. “Mentorship” was a newly added category. Conclusions: A neuro-educational approach that consider the roles of the learner’s brain uniqueness, executive function facilitation, and the valence system are important to learning. Such learning can be facilitated through cognitive load considerations, repetition, deep questioning, visualization, feedback, and reflection. The contextualized, problem-oriented, social, multi-sensory, experiential, spaced learning, and brain-friendly evaluation must be considered. Mentorship is important for coaching and emotional facilitation.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Ghanbari, Sahar; Haghani, Fariba; and Akbarfahimi, Malahat
(2019)
"What do faculties specializing in brain and neural sciences think about, and how do they approach, brain-friendly teaching-learning in Iran?,"
Journal of Mind and Medical Sciences: Vol. 6:
Iss.
2, Article 16.
DOI: https://doi.org/10.22543/7674.62.P286303
Available at:
https://scholar.valpo.edu/jmms/vol6/iss2/16
Included in
Bioethics and Medical Ethics Commons, Communication Sciences and Disorders Commons, Health Information Technology Commons, Medical Education Commons, Research Methods in Life Sciences Commons