PEDAGOGY BEFORE TECHNOLOGY – 3S MODEL FOR EDUCATION

Abstract:

When it comes to teaching 21st C children, the teaching framework based on the theoretical edifices of Freudianism and Behaviorism does not work anymore. Teachers and educators are increasingly finding it challenging to engage students in the classroom.  In our study, we got to explore important understandings and concepts about the brain and educational neuroscience findings.  We could identify some of the most widely accepted neuromyths within the teaching community and debunk false theories that ruled for over decades. Neuroscience is often considered complex and challenging for most teachers to understand conceptually. 3SME helps teachers with basic educational neuroscience in the context of building scaffolded teaching approaches that create neural circuits and increase understanding of the subject safely and stress-free. In this study, two different ways to implement the model within a classroom setting were explored. The goal of the study was to determine the 3SME model's effectiveness under a real-classroom scenario and to evaluate whether or not there is a shift in the learning that happened and did this model contributed to its effectiveness. Teachers used this model in their classrooms individually and the whole classroom. Students' performance on a pre-and post- 3SME was analyzed and compared between students who attended 3SME and a control group receiving standard instruction. The data was analysed and found significantly greater learning gains who attended 3SME compared to the control. Online and One-premise implementation modes were effective in producing student learning gains relative to controls. In addition, students demonstrated 21st C skills effortlessly in 3SME. These results suggest that teacher-led neuroscience-based instruction can be effectively supported by a scaffolded, technology-supported curriculum which can be implemented in multiple ways to enhance student learning.