Neurophysiological circuits involved in the Problem-Based Learning Method: Bridging Neuroscience and Education
Problem-Based Learning: Neuroscience and Education
Palavras-chave:
Problem based learning (PBL), memory, learning, cognitive abilities, neuronal circuitryResumo
CONTEXT Problem-based learning (PBL) is an instructional method in which students are driven to learn through facilitated problem solving guided by a teacher. In this learning methodology, the teacher assumes a tutoring role and the students collaborate in small groups that work to identify what they need to learn. We hypothesize that the PBL methodology stimulates the recruitment of cerebral areas to reach substantiated learning by assembling neurophysiological circuits. This paper aims to consider each step within the PBL teaching methodology and connect it to the neurocircuitry involved based on current neuroscience literature. A breakdown for each PBL step includes its pivotal role in the learning processes and explores its foundation in the brain circuitry, such as memory and neural plasticity. METHODS Literature and theories were reviewed to elaborate pertinent concepts in PBL and the neurocircuitry involved. DISCUSSION Currently, the connection between these two fields is poorly approached in the literature, and there is significant evidence that each step of PBL involves well-studied neurocircuitry units. CONCLUSIONS Through its sequential seven steps and spiral-like knowledge acquisition, the PBL method is committed to motivating students to become good learners and, consequently, to provide the key to solid and proactive performance. This is substantiated by the extensive connections that can be drawn within each step of PBL and neuroscience literature. In this sense, some points of the present methodology are feasible for further exploration in order to explore the likely relationship between neurocircuitry and learning.
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9. Barrows H. The tutorial process. Springfield IL: Southern Illinois University Press. 1988
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11. Hmelo-Silver CE. Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review 2004;16:235-66.
12. Barrows, H., Kelson AC. Problem-Based Learning in Secondary Education and the Problem-Based Learning Institute (Monograph 1), Problem-Based Learning Institute, Springfield, IL. 1995.
13. Boud D. PBL in perspective. In "PBL in Education for the Professions," D. J. Boud (ed); p. 13. 1985.
14. Collins GEA, Frank MJ. Cognitive control over learning: Creating, clustering and generalizing task-set structure. Psychol Rev 2013;120:190–229.
15. Vaishnav BS, Vaishnav SB, Chotaliya M, Bathwar D, Nimbalkar S. Cognitive style assessment among medical students: A step towards achieving meta-cognitive integration in medical education. Natl Med J India 2019; 32:235-238.
16. Bruner J. The Process of Education Harvard University Press, Cambridge, Massachusetts, 1960.
17. Harden R, Stamper N. What is a spiral curriculum? Medical Teacher 1999;21:141-43.
18. Kandel ER, Dudai Y, Mayford MR. The Molecular and Systems Biology of Memory. Cell 2014;157:163–86.
19. Scoville WB, Milner B. Loss of recent memory after bilateral hippocampal lesions. J Neurol Neurosurg. Psychiatry 1957;20:11–21.
20. Penfield W, Milner B. Memory deficit produced by bilateral lesions in the hippocampal zone. AMA Arch Neurol Psychiatry 1958;79:475–97.
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22. Milner B, Corkin S, Teuber HL. Further Analysis of the Hippocampal Amnesic Syndrome: 14-Year Follow-Up Study of H.M. Neuropsychologia 1968;6:215–34.
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24. Schacter DL, Tulving E. What are the memory systems of 1994? In Memory Systems, D.L. Schacher and E. Tulving, eds. (Cambridge, MA: MIT Press), pp. 39–63. 1994.
25. Grossberg S. How does a brain build a cognitive code? Psychol Rev 1980;87:1–51.
26. Sege CA, Miller EK. Category Learning in the Brain. Annu Rev Neurosci 2010;33:203–19.
27. McClelland JL, Goddard NH. Considerations arising from a complementary learning systems perspective on hippocampus and neocortex. Hippocampus 1996;6:654–65.
28. Halgren E. in The Neuropsychology of Memory, eds. Squire, L. R. & Butters, N. (Guilford, New York), pp. 165-182. 1984.
29. Bliss TVP, Cooke SF. Long-term potentiation and long-term depression: a clinical perspective. Clinics 2011;66(S1):3-17.
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2021-12-30
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Restini, C. B. A., & Bloch, R. (2021). Neurophysiological circuits involved in the Problem-Based Learning Method: Bridging Neuroscience and Education: Problem-Based Learning: Neuroscience and Education. Manuscripta Medica, 4, 42–57. Recuperado de https://manuscriptamedica.com.br/revista/index.php/mm/article/view/61
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Ciências Humanas e Saúde
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