Neuroscience literacy and evidence-based practices in pre-service teachers: A pilot study

IF 3.4 Q2 NEUROSCIENCES
Kristin Simmers, Ido Davidesco
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引用次数: 0

Abstract

Aim

K-12 educators are susceptible to “neuromyths” or misconceptions about the brain and learning, yet how these beliefs relate to practice is not yet understood. This exploratory pilot study investigated how knowledge and beliefs about the brain and learning relate to knowledge of evidence-based teaching and learning principles.

Methods

Preservice teachers (N = 29) completed an online survey that measured their knowledge and beliefs about the brain and learning, including belief in neuromyths, and their knowledge of evidence-based teaching and learning principles.

Results

Pre-service teachers commonly endorsed several neuromyths, consistent with prior research. There was a strong positive correlation between participants’ knowledge and beliefs about the brain and learning, and knowledge of evidence-based teaching and learning principles.

Discussion

Our findings suggest that new teachers with better knowledge of the brain and learning may also have more knowledge of evidence-based principles, though more research is needed to determine their impact on teaching.

职前教师的神经科学素养和循证实践:试点研究
目的 K-12 教育工作者容易受到 "神经迷思 "或有关大脑和学习的错误观念的影响,但这些观念与实践之间的关系尚不清楚。这项探索性试点研究调查了有关大脑与学习的知识和信念与循证教学原则的知识之间的关系。方法 在职前教师(29 人)完成了一项在线调查,该调查测量了他们有关大脑与学习的知识和信念,包括对神经迷思的信念,以及他们对循证教学原则的知识。讨论我们的研究结果表明,对大脑和学习有更多了解的新教师也可能对循证原则有更多的了解,但要确定这些原则对教学的影响还需要更多的研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.30
自引率
6.10%
发文量
22
审稿时长
65 days
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