Can chemistry knowledge influence student behavior? A neuropedagogy-based intervention as good practice to address cognitive and affective learning factors

Behavioral science research highlights that knowledge alone does not ensure behavior change, since decision-making is influenced by cognitive, emotional, and social dimensions. To address the knowledge-behavior gap and foster knowledge-based decision-making and agency in high-school chemistry students during the COVID-19 pandemic, we developed a nano-chemistry learning unit contextualized in public health. It was designed using neuropedagogical instructional principles to support conceptual and personal meaning-making processes by considering the cognitive, affective, and social aspects of learning. After its implementation in high-school chemistry classrooms (10th-12th grades), the unit was evaluated through structured interviews conducted with six students 8–12 months after its completion. Students found the learning experience engaging, interactive, and much different from traditional lessons. They highlighted chemistry’s relevance to real-world challenges, particularly COVID-19. Retention was evident; students accurately recalled nano-chemistry concepts, visual representations, and mechanistic explanations related to mask functionality months after the intervention. Students’ perceptions shifted from viewing mask-wearing as mere compliance to recognizing its role in preventing infection. Some students proactively shared their knowledge. Findings from this evaluation suggest that neuropedagogy-based strategies that integrate active learning and contextualization might be a suitable approach to foster agency and participation. Further research should explore the role in supporting meaningful educational outcomes.