ABSTRACT
Over the last decades, brain research has developed a fascinating dynamic. The results of this research impacted numerous areas of science and life, including the theory and practice of pedagogy. This chapter reveals newer findings in neuroscience research that are significant for the field of pedagogic practice. While many areas of adolescent hormonal development have been subject to research, offering a budding systematic approach, neuroscientific research of adolescence is still characterized as a science that is fragmented into many distinct facets and that furnishes some fundamental insights in standalone studies; however, these findings hardly avail us a systematic, comprehensive order and overview of these phenomena. In contrast, the methods of brain research have developed at lightning speed. Since the 1990s, neuroscience research has provided the fundamentally new insight that the brain undergoes a massive re-organization during puberty. Around the 11th to 12th year of life, new structures begin to develop in the brain's organization.
