Vom Hirnbild zum guten Unterricht
Implikationen von neuropsychologischen und Bildgebungsbefunden für die Lehr-Lern-Forschung
Abstract
Psychische Störungen im Kindes- und Jugendalter, vor allem Störungen der Aufmerksamkeit, Lese-Rechtschreibstörungen (LRS) und Rechenstörungen, betreffen in ihrem Auftreten und ihren Auswirkungen ganz besonders die Schule und das schulische Lernen. In jüngster Zeit entfachten neurowissenschaftliche Befunde sowohl in der Öffentlichkeit als auch in der Lehr- und Lernforschung eine rege Diskussion, ob und inwieweit neue Erkenntnisse zur Funktionsweise des Gehirns auch relevant für das Lernen und Lehren in der Schule sein können. Der vorliegende Übersichtsartikel fasst neurowissenschaftliche Befunde zur regelhaften kindlichen Entwicklung von Aufmerksamkeits-, Arbeitsgedächtnis- und Exekutivfunktionen zusammen und diskutiert kritisch deren Relevanz für schulisches Lernen. Des Weiteren werden Bildgebungsbefunde zu spezifischen Teilleistungsstörungen wie LRS und Dyskalkulie dargestellt und mögliche praktische Implikationen für Unterrichtspraxis, Lehrerausbildung, Frühdiagnostik und Prävention sowie störungsspezifische Therapie zusammengefasst. Insgesamt sind es wohl weniger neue Anwendungen (wie z. B. Lehrmethoden), die von einer Neurodidaktik als interdisziplinärem Forschungsfeld zu erwarten sind; vielmehr können die Neurowissenschaften Argumentationsgrundlagen für bestimmte Theorien und Modelle liefern, welche ein tieferes Verständnis zugrundeliegender kognitiver Mechanismen und Pathomechanismen von Lernprozessen und –störungen ermöglichen.
Psychiatric disorders in childhood and adolescence, in particular attention deficit disorder or specific learning disorders like developmental dyslexia and developmental dyscalculia, affect academic performance and learning at school. Recent advances in neuroscientific research have incited an intensive debate both in the general public and in the field of educational and instructional science as well as to whether and to what extent these new findings in the field of neuroscience might be of importance for school-related learning and instruction. In this review, we first summarize neuroscientific findings related to the development of attention, working memory and executive functions in typically developing children and then evaluate their relevance for school-related learning. We present an overview of neuroimaging studies of specific learning disabilities such as developmental dyslexia and developmental dyscalculia, and critically discuss their practical implications for educational and teaching practice, teacher training, early diagnosis as well as prevention and disorder-specific therapy. We conclude that the new interdisciplinary field of neuroeducation cannot be expected to provide direct innovative educational applications (e.g., teaching methods). Rather, the future potential of neuroscience lies in creating a deeper understanding of the underlying cognitive mechanisms and pathomechanisms of learning processes and learning disorders.
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