NEUROPHYSIOLOGICAL BASES OF LEARNING AND MEMORISATION IN STUDENTS OF DIFFERENT AGE GROUPS AND THEIR CONSIDERATION IN THE EDUCATIONAL PROCESS

Abstract

The article examines the neurophysiological foundations of learning and memorisation in students of different age groups and justifies their consideration in the educational process. The relevance of the work is determined by modern educational requirements for an interdisciplinary approach that combines pedagogy, psychology, and neuroscience to improve learning effectiveness. The aim of the study is to systematise current data on agerelated characteristics of the brain, memory and attention, as well as to develop practical recommendations for adapting teaching methods to these characteristics in different age groups. It is emphasised that younger schoolchildren learn more effectively through interactive games and visual methods that actively engage their attention and encourage repetition of the material. It is justified that project activities, problem-oriented learning and group discussions, which stimulate the development of executive functions and cognitive flexibility, are optimal in adolescence. High school students demonstrate high efficiency in independent research projects, integrated tasks, and critical analysis of material, which contributes to the formation of metacognitive strategies and self-regulated learning. It has been established that the effectiveness of biology teaching is determined by the extent to which the teaching methods used correspond to the age, cognitive and psychophysiological characteristics of students. It has been found that the introduction of neurophysiological knowledge into the methodological system of biology teaching makes it possible to construct the content and logic of the educational process in a scientifically sound manner, differentiate the educational load in accordance with the functional capabilities of students, and form a psychologically comfortable, cognitively balanced educational environment aimed at developing self-regulation skills and internal learning motivation. It is emphasised that the implementation of an interdisciplinary approach that integrates the achievements of neurophysiology, cognitive psychology and modern didactics is a methodologically sound and promising vector for the modernisation of educational practice. This approach ensures the improvement of the quality of biological education, the development of metacognitive skills and the formation of students' readiness for lifelong learning in the context of the transformation of the sociocultural space.