Determining the Learning Principles of Neuro-education Using Exploratory Study and Explaining its Educational Implications

The purpose of this study is to help to develop standards in nerve education by utilizing views of prominent professors in the field of neuroscience, psychology and education, and moreover by employing documents available in this field. In this research, a qualitative method of grounded theory was used. Data collection methods consisted of interviews, documents and texts, and questionnaires. The participants in the first phase of the study were 13 people with expertise in neuroscience, psychology and education. Semi-organized interviews were used to collect data. Furthermore, the latest findings from experts in the field of neuro-education were also applied as complementary information in the next section of the study. The Strauss and Corbin method was employed to analyze the interviewees. The result of the three-steps encoding of the collected data was extraction of three main categories, eleven sub categories, and thirty one characteristics or concepts. Finally, the Lawshe index (CVR) confirmed the fourteen basic principles of learning. Overall, the findings of the analysis showed that studying and understanding the structure and function of the brain in thinking and practicing of the curriculum is essential step for improving the learning process of students. Neuroscience provides valuable information about the brain's learning system, which allows us to make more informed decisions about the curriculum.