The Neuroscience of Emotions and the Role Emotions Play in Learning

Authors

DOI:

https://doi.org/10.62695/NDQA6480

Keywords:

Emotions, Learning, Educational Neuroscience, Affective and Cognitive Brain Processes

Abstract

The relationship between emotions and learning has always been of great interest in the field of educational neuroscience. Advancements in brain imaging techniques have given us better understanding on the role these affective components have in various cognitive processes including memory, attention, decision-making and social functioning (Immordino-Yang & Damasio, 2007). As educators and researchers in the field of educational neuroscience, our main objective in this paper is to bridge the gap between education and neuroscience. Applying scientific research to the classroom is not a straightforward process (Shearer, 2020; Howard-Jones, 2014). However, we believe that educators can benefit a lot when exposed to scientific research in order to base their classroom practice on solid grounds. Additionally, educators have a lot to offer from their first-hand experience in schools, especially when it comes to the role of emotions in teaching and learning. A meta-analysis of current research in the field will be presented to highlight the important role of emotions in learning. By understanding this role, we aim to inform and transform educational practices in the local scenario and beyond.

Author Biographies

Keith Attard, Institute for Education

Keith Attard is a biology teacher with a Bachelor of Education degree from the University of Malta and a Master’s degree in Educational Neuroscience from London’s Birkbeck College and UCL’s Institute of Education. His professional experience includes teaching biology in a number of local state senior schools and at the University of Malta Junior College. More recently he has also developed modules for the Educational Neuroscience Programme at the Institute for Education in Malta, and delivers lectures in the subject, mainly in Cognitive Neuroscience & Learning and Developmental Neuroscience.

Clarisse Schembri Frendo, Institute for Education

Clarisse Schembri Frendo is a Biology and Health and Social Care educator, currently leading the Sciences and VETs department at a local private school. After graduating with a Bachelor of Education degree, she pursued a Master of Science degree in Cognitive Science. Besides leading her to a lecturing role in education and psychology, this degree also equipped her with the required knowledge and skills to deliver workshops about educational neuroscience within various entities, such as Esplora and Cafe Scientifique. Lately, she has graduated with a Postgraduate Certificate in Educational Mentoring, which fortified her competences in supporting student teachers. This positive experience has empowered Clarisse to embark on an educational journey leading to a doctoral degree through which she will be combining her passion for education with her deep interest in cognitive science.

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Published

14-09-2022

How to Cite

Attard, K., & Schembri Frendo, C. (2022). The Neuroscience of Emotions and the Role Emotions Play in Learning. Malta Journal of Education, 3(1), 15–36. https://doi.org/10.62695/NDQA6480

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