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Information Journal Paper

Title

An Introduction to Neurobiology of Learning and Role of Metacognition in Learning-Teaching Processes

Pages

  167-196

Abstract

 Background and Objective Research has shown that people constantly use incorrect subjective models for learning and memory styles; as a result, they encounter errors, false evaluations, and mismanagement of their learning processes. Therefore, this study addresses the cognitive-neurological dimensions of learning. Methodology In this study, the desk method was used along with the meta-synthesis approach to identify 104 key and relevant references. After screening was performed, the meta-synthesis approach was employed with a qualitative interpretation to analyze 49 references. Findings How the brain absorbs, stores, and retrieves information differs from what happens in a computer; in fact, it is a dynamic, inferential, and recoverable process containing errors. Conclusion Identifying the cognitive-neurological dimensions of learning opens up a new window to the better and more effective perception of learning-teaching processes, the capacities of which can be employed to make learning environments more dynamic.

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    APA: Copy

    MAHJUB ESHRATABADI, HASSAN. (2019). An Introduction to Neurobiology of Learning and Role of Metacognition in Learning-Teaching Processes. JOURNAL OF HUMAN RESOURCE STUDIES, 9(1 ), 167-196. SID. https://sid.ir/paper/394492/en

    Vancouver: Copy

    MAHJUB ESHRATABADI HASSAN. An Introduction to Neurobiology of Learning and Role of Metacognition in Learning-Teaching Processes. JOURNAL OF HUMAN RESOURCE STUDIES[Internet]. 2019;9(1 ):167-196. Available from: https://sid.ir/paper/394492/en

    IEEE: Copy

    HASSAN MAHJUB ESHRATABADI, “An Introduction to Neurobiology of Learning and Role of Metacognition in Learning-Teaching Processes,” JOURNAL OF HUMAN RESOURCE STUDIES, vol. 9, no. 1 , pp. 167–196, 2019, [Online]. Available: https://sid.ir/paper/394492/en

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