Using Cognitive Neuroscience Research Findings in Designing Pedagogical Tools for Adolescent Learners

Abstract

To ensure desired learning outcomes, a lot is being done in the areas of developing 
better curriculum, making state of the art schools, improving teacher quality, incorporating 
ICT, enhancing parental involvement etc. However, when it comes to designing Pedagogical 
Tools based on the learning patterns of the brain, there exists a wide gap between what is 
researched in laboratories and what is experienced in our classrooms. Pedagogical practices 
not based on an understanding of brain‟s functioning can lead to Cognitive Overload in 
learners causing undesired behavioural consequences in them, especially in Adolescent 
Learners. This paper looks into various researches that have been done in Cognitive 
Neuroscience and their educational implications on Adolescent Learners. This paper 
suggests that pedagogical practices must create a learning environment that utilizes brain‟s 
pattern of learning. It explores why Teacher Training must include training Student Teachers 
in cognitive aspects of an adolescent‟s brain like role of reward system, enhancing Working 
Memory, providing multisensory stimulus to learners, using memory strategies, 
understanding learning loops etc. This paper concludes how learnings from these Cognitive 
Neuroscience researches can address the issue of High Riskbehaviour tendencies amongst 
adolescent learners