Neuroscience and Physics Teaching: limits and possibilities in an unexplored field

A few decades ago, a new field of research emerged at the interface between Neuroscience and Education. The central motivation of this research area is the study of the neural mechanisms that support learning, seeking to understand in a more complex way how the process of knowledge acquisition and its use occurs. It is also expected that possible findings from these studies will contribute to an improvement in the quality of the teaching process. Several discoveries made in those years changed old conceptions about various cognitive processes involved in the construction of physical thinking. However, these results are practically unknown in the area of Physics Education. Thus, the aim of this article is to present researches that reveal the limits and possibilities of the use of Neuroscience in investigations aimed at learning Physics.

Keywords
Neuroscience; Neuroeducation; Cognition