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Published in
Visionary Voices
Neuroscience-Informed Teaching: Investigating Brain-Based Learning Strategies in Classroom Practice
Palaming, A. G. (2026). Neuroscience-Informed Teaching: Investigating Brain-Based Learning Strategies in Classroom Practice. In Visionary Vision (Vol. 2, Issue 10, pp. 4–7). Lakbay-Diwa Publishing. https://doi.org/10.5281/zenodo.23342457
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Author(s)
Palaming, Arturo G.
Description
This This study explores neuroscience-informed teaching strategies and their application in classroom instruction. It investigates how brain-based learning principles such as emotional engagement, repetition, multisensory input, and memory consolidation influence student learning outcomes. Using qualitative methods, the study examines teacher practices and student responses in neuroscience-aligned classrooms. Findings reveal that teaching strategies grounded in brain science improve attention, retention, and motivation. The study concludes that integrating neuroscience principles into education enhances instructional effectiveness and learner performance.
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