Disciplinary development in learning environments from a neuroscience approach.

Abstract

The disciplinary development of each student developed in the different learning environments, intervenes in different ways, if we observe said behavior from different perspectives we can infer that there are different educational environments focused on knowledge, educational environments centered on the community, educational environments based on assessment and learning environments based on the learner. Therefore, each of the students have different disciplinary developments depending on the type of environment in which they find themselves. In this research a qualitative-quantitative methodology was used, where the compilation was carried out by searching for scientific articles on the web. In addition, a rigorous analysis of all the information found was made, choosing reliable documents that provide relevant and truthful data for our investigative work. Using as a sample the students who are leveling of the Faculty of Philosophy, Letters and Education Sciences of all the careers in said faculty. That said, the general objective of this review article is focused on analyzing the incidence of neuroscience to optimize cognitive disciplinary development in different types of learning environments, later we will analyze how neuroscience intervenes with the disciplinary development of students, which interdisciplinary values interact in the different learning environments and identify the neurological factors that intervene in the behavior of students.