Neuroeducação e neuropedagogia: contribuições teóricas para  o design de estratégias de ensino na infância

Barnes, S. P., Bailey, R., y Jones, S. M. (2021). Evaluating the impact of a targeted approach designed to build executive function skills: A randomized trial of Brain Games. Frontiers in Psychology, 12, Article 655246. https://doi.org/10.3389/fpsyg.2021.655246 Bueno, D. (2019). Neurociencia para educadores. Octaedro. Cheng, T. W., Telzer, E. H., Fuligni, A. J., y Pfeifer, J. H. (2024). Revisiting adolescence as a sensitive period for sociocultural processing. Neuroscience and Biobehavioral Reviews, 168, Article 105916. https://doi.org/10.1016/j.neubiorev.2024.105916 Dörrenbächer-Ulrich, L., y Bregulla, M. (2024). The relationship between self-regulated learning and executive functions: A systematic review. Educational Psychology Review, 36(3), Article 95. https://doi.org/10.1007/ s10648-024-09932-8 Evans, P., Vansteenkiste, M., Parker, P. D., Kingsford-Smith, A. A., y Zhou, S. (2024). Cognitive load theory and its relationships with motivation: A self determination theory perspective. Educational Psychology Review, 36(1), Article 7. https://doi.org/10.1007/s10648-023-09841-2 Fandakova, Y., y Hartley, C. A. (2020). Mechanisms of learning and plasticity in childhood and adolescence. Developmental Cognitive Neuroscience, 45, Article 100852. https://doi.org/10.1016/j.dcn.2020.100852 Ferreira, R. A., y Rodríguez, C. (2022). Effect of a science of learning course on beliefs in neuromyths and neuroscience literacy. Brain Sciences, 12(7), Article 811. https://doi.org/10.3390/brainsci12070811 Fuhrmann, D., Knoll, L. J., y Blakemore, S.-J. (2015). Adolescence as a sensitive period of brain development. Trends in Cognitive Sciences, 19(10), 558-566. https://doi.org/10.1016/j.tics.2015.07.008 Gibb, R., Coelho, L., Van Rootselaar, N. A., Halliwell, C., MacKinnon, M., Plomp, I., y Gonzalez, C. L. R. (2021). Promoting executive function skills in preschoolers using a play-based program. Frontiers in Psychology, 12, Article 720225. https://doi.org/10.3389/fpsyg.2021.720225 Graf, G. H. J., y Schweinhart, L. J. (2021). Critical periods in child development and the transition to adulthood. JAMA Network Open, 4(1), e2033359. https://doi.org/10.1001/jamanetworkopen.2020.33359 Jaramillo-Mediavilla, L., Basantes-Andrade, A., Cabezas-González, M., y Casillas-Martín, S. (2024). Impact of gamification on motivation and academic performance: A systematic review. Education Sciences, 14(6), Article 639. https://doi.org/10.3390/educsci14060639 Lampropoulos, G., y Kinshuk. (2024). Virtual reality and gamification in education: A systematic review. Educational Technology Research and Development, 72, 1869-1934. https://doi.org/10.1007/s11423-024 10351-3 Mayer, R. E. (2024). The past, present, and future of the cognitive theory of multimedia learning. Educational Psychology Review, 36, Article 8. https://doi.org/10.1007/s10648-023-09842-1

Mora, F. (2017). Neuroeducación. Alianza. Ortiz Ocaña, A. (2015). Neuroeducación: ¿Cómo aprende el cerebro humano y cómo deberían enseñar los docentes? Ediciones de la U. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., ... Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, Article n71. https://doi.org/10.1136/bmj.n71 Plass, J. L., y Kalyuga, S. (2019). Four ways of considering emotion in cognitive load theory. Educational Psychology Review, 31(2), 339-359. https://doi.org/10.1007/s10648-019-09473-5 Privitera, A. J. (2021). A scoping review of research on neuroscience training for teachers. Trends in Neuroscience and Education, 24, Article 100157. https://doi.org/10.1016/j.tine.2021.100157 Procopio, M., Ferrara, C., y Ricciardi, A. (2024). Neuroscience-based information and communication technologies development in elementary school mathematics through games: A case study evaluation. Education Sciences, 14(3), Article 213. https://doi.org/10.3390/educsci14030213 Rousseau, L. (2024). Dispelling educational neuromyths: A review of in service teacher professional development interventions. Mind, Brain, and Education, 18(3), 270-287. https://doi.org/10.1111/mbe.12414 Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333-339. https://doi.org/10.1016/j.jbusres.2019.07.039 Thomas, M. S. C., Howard-Jones, P., Dudman-Jones, J., Palmer, L. R. J., Bowen, A. E. J., y Perry, R. C. (2024). Evidence, policy, education, and neuroscience: The state of play in the UK. Mind, Brain, and Education, 18(4), 461-473. https://doi.org/10.1111/mbe.12423 Tsang, P., Francis, G. A., y Pavlidou, E. (2024). Educational neuromyths and instructional practices: The case of inclusive education teachers in Hong Kong. Trends in Neuroscience and Education, 34, Article 100221. https://doi.org/10.1016/j.tine.2024.100221 Walsh, K., L’Estrange, L., Smith, R., Burr, T., y Williams, K. E. (2024). Translating neuroscience to early childhood education: A scoping review of neuroscience-based professional learning for early childhood educators. Educational Research Review, 45, Article 100644. https://doi. org/10.1016/j.edurev.2024.100644 Yépez Herrera, E., Padilla Álvarez, G. C., y Garcés Alencastro, A. (2020). Desarrollo de las funciones ejecutivas en la infancia. Cognosis, 5(1), 103 114. https://doi.org/10.37135/rcognosis.05.01.08