The article is dedicated to the relevant issues of neuroeducation in the system of vocational education. The article aims to reflect on the results of neuroscience
integration into university practice, including professional terminology teaching. Notably,
for the first time the possibility of forming professional thinking among university
students based on knowledge about mechanisms of brain functioning during concepts
acquisition (brain-based learning) was analyzed.
The article shows that new words (terms) acquisition and understanding is based
on neural systems that are responsible for processes of perception, attention, memory
and executive functions, as well as reward and motivational states. Moreover, the importance
of addressing the specifics of professional terminology, abstract and concrete
concepts, during the acquisition process is stated. The difference between research directions
in different countries was revealed during the study of neuroeducation: Russian
scientists are focused more on personalized neuroeducational technologies and on the
development of neurodidactics methods; scientists abroad aim to develop a unified
methodology of neuroeducation and find evidence of the efficiency of teaching methods
based on knowledge about brain functioning. The authors of the artcile believe that
improving teachers’ competence in the field of neurobiology in order to avoid the prevalence
of neuromyphs and to increase the efficiency of the learning process is important.
The data given in the article may be useful to university teachers in organizing the
educational process.
Gnedykh, D. S., & Kostromina, S. N. (2021). Neuroscience in the system of vocational education. Vocational Education and Labour Market, null(4), 8–29. https://doi.org/10.52944/PORT.2021.47.4.001