NEUROEDUCATION AND LEARNING: TOWARDS AN INCLUSIVE AND FLEXIBLE TEACHING MODEL

Abstract

Neuroscience studies the functioning of the nervous system, with particular attention to the brain processes involved. If the analysis is aimed at learning mechanisms, then we refer to neuroeducation, a discipline that includes within itself the combination of cognitive neuroscience, cognitive psychology and educational-didactic practices. According to this perspective, to promote meaningful learning, it is necessary to also take into account people's brain processes (Rivoltella, 2012). Starting from these considerations, the contribution intends to outline the relationship that exists between the educational paradigm and the neuroscientific one, through the main reference theories. Finally, the Universal Design of Learning is identified as a model of didactic design capable of guaranteeing flexibility and inclusion (CAST, 2011), in line with the neuroscientific principles and the educational needs presented.Keywords: neuroeducation, learning, Universal Design of Learnin