CONTRIBUTIONS OF NEUROSCIENCE TO UNDERSTANDING ATTENTION AND MEMORY PROCESSES IN SCHOOL LEARNING
Keywords:
neuroscience; attention; memory; school learning; neuroeducationAbstract
DOI: https://doi.org/10.46296/yc.v10i19.0955
Abstract
Introduction: Neuroscience provided evidence about the brain mechanisms behind attention and memory, functions that underlay much of school learning. The study aimed to analyze how these contributions oriented the understanding and practice of learning in the classroom. Methodology: An integrative literature review was carried out, following the model proposed by Whittemore and Knafl (2005), with searches in Scopus, Web of Science, SciELO, Dialnet, Redalyc, Frontiers, PubMed and institutional repositories. Publications between 2021 and 2026 were considered, of which 18 studies related to attention, working memory, long-term memory, stress, sleep and neuroeducation in the school setting were included. Results: The evidence gathered showed that attention was organized into alerting, orienting and executive control networks that matured gradually throughout childhood, while working memory and executive functions accounted for much of the variance in reading and mathematics performance. Stress, sleep and emotion were also found to modulate the consolidation of what was learned, and neuromyths persisted among teachers, hindering a rigorous application of these findings. Conclusion: Neuroscience offered a solid foundation for rethinking pedagogical practice, although making the most of it depended on teacher training able to distinguish verified evidence from claims lacking scientific support. Incorporating this knowledge into teacher education programs was recommended, with attention to rest, emotional load and active retrieval strategies.
Keywords: neuroscience; attention; memory; school learning; neuroeducation.
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