La Teoría de la Expectancia Escalar. El uso del tiempo gobernante para mejorar el desempeño educativo en Ecuador

Within the limited research on how to involve Neuroscience in teaching, there is a gap regarding the use of the Scalar Expectancy Theory (SET) to qualitatively elevate learning processes. The purpose of this study is to theoretically reveal the importance that the Scalar Expectancy Theory can play in learning at the higher education level, based on its notion of governing time. The theory assumes that memory storage responds to 3 discrete forms of time that, when they are not consonant (the expectation times between an original training and a new training are greatly extended) produce a significant resistance to learning. This reflection leads to recognizing the importance of time, not only as a circumstance, but as an attribute of knowledge validity, based on neuro-didactics. It is suggested to deepen the scope of this approach, in research for rural contexts, where temporalities are different from urban-modern ones. It is noted that there is a general lack of knowledge of the possible implications of neuroscience in modern Ecuadorian pedagogy and, specifically, of the Scalar Expectancy Theory, which makes the local meso-curriculum of the future an attractive field of exploration.