Puentes entre neurociencia y práctica docente: Revisión sistemática sobre estrategias neurodidácticas

• Granado de la Cruz, Elena ^[1] ; Gago Valiente, Francisco Javier ^[1] ; Gavín Chocano, Óscar ^[2]
  1. [1] Universidad de Huelva

     Universidad de Huelva

     Huelva, España

     
  2. [2] Universidad de Jaén

     Universidad de Jaén

     Jaén, España

     
• Localización: Aula de encuentro: Revista de investigación y comunicación de experiencias educativas, ISSN-e 2341-4847, ISSN 1137-8778, Vol. 28, Nº 1, 2026
• Idioma: español
• DOI: 10.17561/ae.v28n1.9995
• Títulos paralelos:
  • Bridges between neuroscience and teaching practice: a systematic review of neurodidactic strategies
• Enlaces
  • Texto completo
• Resumen
  • español

    El avance de la neurociencia ha permitido comprender mejor los procesos cognitivos, emocionales y sociales implicados en el aprendizaje, aunque su aplicación pedagógica sigue siendo limitada y afectada por neuromitos. Esta revisión sistemática analizó la efectividad de estrategias neurodidácticas en contextos educativos formales mediante búsquedas en Web of Science, Scopus, PubMed y Academic Search Ultimate de estudios empíricos publicados entre 2015 y 2025, evaluando su calidad metodológica según PRISMA 2020 y EPHPP. De 95 registros identificados, 10 cumplieron los criterios de inclusión. Los resultados mostraron que estrategias como aprendizaje activo, enseñanza multisensorial, acompañamiento emocional y formación docente en neurociencia mejoraron el rendimiento académico, la autorregulación emocional, la motivación intrínseca y la satisfacción estudiantil. Se concluye que las estrategias neurodidácticas constituyen un recurso eficaz para integrar conocimientos del cerebro en prácticas pedagógicas inclusivas y motivadoras, resaltando la necesidad de formación docente especializada y estudios que evalúen su impacto a largo plazo.

  • English

    Advances in neuroscience have provided a deeper understanding of the cognitive, emotional, and social processes involved in learning, although their pedagogical application remains limited and hindered by neuromyths. This systematic review analysed the effectiveness of neurodidactic strategies within formal educational contexts. Searches were conducted across Web of Science, Scopus, PubMed, and Academic Search Ultimate for empirical studies published between 2015 and 2025, assessing methodological quality according to PRISMA 2020 and EPHPP guidelines. Out of 95 identified records, 10 met inclusion criteria. Results indicated that strategies such as active learning, multisensory teaching, emotional support, and teacher training in neuroscience improved academic performance, emotional self-regulation, intrinsic motivation, and student satisfaction. It is concluded that neurodidactic strategies constitute an effective resource for integrating brain knowledge into inclusive and engaging pedagogical practices, highlighting the need for specialized teacher training and longitudinal studies to evaluate long-term impact.

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