The “Learning to learn” and “learning to do” through Neurodidactics

Abstract

The purpose of the article is to promote a theoretical stance of "learning to learn" and
"learning to do", based on neurodidactics, which leads the university student to project a
representational process of knowledge when carrying out theoretical-practical activities
in courses where builds the knowledge of the living plant, Biology Specialty (UPEL-
IPMAR). Research with a qualitative-documentary approach in an autonomous
epistemological stance, from which the research object is built, discovering and
interpreting the reality printed in information sources, where the unit of analysis is the
written and electronic documents themselves. As a reflection, it is highlighted that during
the learning process, the protagonism of the brain structures of the student community is
highlighted, through particular perceptual learning, regarding the importance of sharing
knowledge to know, understand, think, learn, relearn and do, through the use of
neurostrategies provided by neurodidactics and activating mirror neurons.