NEURO-PEDAGOGICAL APPROACHES TO MANAGING STUDENTS’ INDEPENDENT LEARNING IN STEAM-BASED EDUCATION
Keywords:
Keywords: Neuro-pedagogy, STEAM education, independent learning, cognitive load theory, executive functions, self-regulated learning, neuroplasticity.Abstract
Abstract: The convergence of neuroscience, cognitive psychology, and instructional design has given rise to neuro-pedagogy, an interdisciplinary frontier offering profound insights into how the human brain processes, consolidates, and retrieves complex information. In STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning environments, independent study demands high-level executive functioning, cognitive flexibility, and self-regulated emotional control. However, traditional management strategies often neglect the neural constraints imposed by working memory capacity and cognitive load dynamics. This study investigates the theoretical and methodological parameters of managing student independent learning in STEAM education through a neuro-pedagogical framework. By mapping instructional scaffolds to key neuro-cognitive mechanisms—specifically attentional focus, neuroplastic adaptation, and working memory optimization—the research establishes an actionable framework designed to enhance autonomous problem-solving while minimizing cognitive exhaustion.
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