A neuroeducational proposal for techno-active learning in science education: a necessary university change

In the field of science education, there is a lack of neuroeducational guidelines and resources. This is because it is a relatively new area of study. It is important to investigate whether these guidelines and resources can improve university-level teaching. To address this issue, a constructivist neuroeducational approach was taken using inquiry-based learning. This involved the integration of various resources into a set of activities for 77 future professionals in primary education. The proposal's effectiveness was evaluated using three questionnaires: 1) two ad-hoc content questionnaires and 2) a reliable (alpha(Cronbach )= 0.968) and validated (KMO = 0.934) neuroeducational scale based on Likert scale by measuring the main dimensions. The study was based on a pre-experimental pretest-posttest design using Wilcoxon non-parametric tests, achieving a large effect size (mean values: pretest = 4.17 +/- 1.40; posttest = 6.55 +/- 0.53; z = 7.568; p < 0.001; r = 0.862), highlighting the importance of emotions in enquiry using novelty, which enhanced attention and the development of executive functions, resulting in an effective, feasible and practical proposal.