Didactics of Body for Cognition. Neurobiological Sciences as Support to Pedagogical Performances

The research project, in agreement with the Department of Human Sciences, Philosophy and Training and the Department of Pharmaceutical Sciences at the University of Salerno, aimed to investigate the possible correlation between cortisol and learning, using the teaching of corporeity as teaching/learning methodology. Starting from the theoretical framework, the mechanism of mirror neurons to empathy approach, the selective pressure on the genetic heritage of the human population by proteome product, Kandel's reflections on underlying environmental epigenia and synaptic circuits are checked by experience are only some paradigmatic strengths which give great value to environmental input to the report body and in preserving and enhancing neuronal networks. Many studies have also shown that the activation and strengthening of mnemonic processes, may be indirectly related hormone cortisol changes in its hippocampal feedback. The project has provided, as part of a research-action, the administration on experimental teaching groups of corporeality; in parallel the same learning units programmed by teachers were administered in control groups with traditional method. For teachers who have joined the research project was conducted a training course on Neuroscience applied to education. The sample (250 children) was chosen within the school population-based primary school. The effectiveness of corporeality applied to teaching, was assessed through a biological parameter, cortisol, which through quantitative and qualitative test of skills assessment and previous knowledge and acquired in short, medium and long term. Analyzing data emerged, it is evident that the body has led to the experimental class, a raising of the rate of cortisol, with subsequent return to normal afterwards. Constant and light, however, was the growth in the level of cortisol for monitoring class, indicating a higher level of consideration value of experimental class in the final stage. In parallel, the results of learning content test clearly demonstrate that the clinical trial protocol raised the success percentage of correct answers. In this sense, the teaching body protocol considered as innovative methodology, developed, thanks to good professional conduct of teachers, educational circumstances in which students face with interest and curiosity the cognitive issues that arise during lessons.