THE CONNECTION BETWEEN PIAGET'S THEORY AND COGNITIVE NEUROSCIENCE IN PHYSICS TEACHING

Abstract

The theory of cognitive learning proposed by educational psychologist Jean Piaget is widely cited by educators and researchers to legitimize their educational practices and support their scientific studies. The theme in question has great relevance in the educational environment due to its contributions to the pedagogical process. In view of this, the present work aims to relate the theories about cognitive development in the perspectives of Piaget and cognitive neuroscience, in order to identify their contributions to the teaching of physics through the comparison between texts of the available literature on these theories. These potentialities have already been addressed by some research that applied neuroscience knowledge to the adoption of innovative teaching strategies in the physical curricular component. In addition, there is great encouragement from their intersection with curricular guidelines related to the initial training of basic education teachers in order to understand how students learn. Thus, in order to be successful in its implementation, it is urgent to include subjects in the curricula of teacher training courses that connect cognitive psychology to cognitive neuroscience, applying neuroscientific advances in schools in order to produce improvements in physics teaching.