NEURODIDACTIC APPROACHES IN TEACHING NATURAL SCIENCES: THE RELATIONSHIP BETWEEN COGNITIVE PROCESSES AND LEARNING OUTCOMES

This article investigates the implementation of neurodidactic approaches in natural science education and analyses how key cognitive processes—attention, working memory, perception, and long-term memory—affect learning outcomes. Integrating neuroscience-based teaching strategies is considered essential in the context of increasingly complex STEM curricula. A pilot experimental study involving 48 secondary school students was conducted to evaluate the effectiveness of neurodidactic instruction compared to traditional methods. Results show significant improvements in conceptual understanding, attention stability, memory retention, and motivation among students taught with neurodidactic strategies. The study concludes with a proposed model for integrating neurodidactic principles into science classrooms and discusses implications for future research.