Neuroscience, Education, Memory, Technology and Double Check of Learned: Key-Points for a Successful Learning

Individuals committed to the academic world report numerous benefits from applying active methods in the classroom, when students are the main protagonists in the teaching-learning process and when learning by doing, there is a strong stimulus to absorb knowledge and memorize. In this sense, the objective of this review research is to highlight the roles of neuroscience, education, memory, technologies and double checking of what was learned by students as key points for successful learning. The methodology used researched recent and available publications, also based on the findings and foundations of concepção, design, development, implementation and operationalization (CDIO) initiatives. The results lead to the discussion that learning and memorization work together, but do not happen simultaneously, for example, the transformation of short-term memories into consolidated memories. It is concluded that in learning by doing, students, the main protagonists, can also, in teamwork, create triggers to form priming memories, where exposure to smell, color, sound and particular situation can trigger what they learned, with an immediate response of the human body, unconsciously as a reflex.