Preservice teachers’ neuroscience literacy and perceptions of neuroscience in education: Implications for teacher education

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education Pub Date : 2020-12-01 DOI:10.1016/j.tine.2020.100144

Fiona N.Y. Ching , Winnie W.M. So , Sing Kai Lo , Savio W.H. Wong

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引用次数: 18

Abstract

Background

Owing to the prevalence of neuromyths in education, there has been a call for more teacher training in neuroscience. However, neuroscience is rarely featured in teacher education. This study investigated the neuroscience literacy and perceptions of neuroscience in education among preservice teachers in order to inform future development of initial teacher education.

Method

Neuroscience literacy of 968 preservice teachers and their perceptions towards applying neuroscience in education were examined using survey items adapted from studies addressing similar constructs. Rasch item response theory and classical test theory techniques were employed for data analysis.

Results

Most of the preservice teachers had limited brain knowledge and subscribed to many common neuromyths but were positive towards applying neuroscience in education. General brain knowledge was the only predictor for ability to identify neuromyths (β = .564).

Conclusion

Neuroscience knowledge can help safeguard preservice teachers against neuromyths. Neuroscience training deserves a place in teacher education.

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职前教师的神经科学素养与神经科学在教育中的认知:对教师教育的启示

由于教育中普遍存在神经神话，人们呼吁对教师进行更多的神经科学培训。然而，神经科学在教师教育中却很少出现。本研究旨在调查职前教师的神经科学素养及对神经科学教育的认知，以期为职前教师教育的未来发展提供参考。方法对968名职前教师的神经科学素养及其在教育中应用神经科学的看法进行调查，调查项目改编自解决类似问题的研究。采用Rasch项目反应理论和经典测试理论技术对数据进行分析。结果大部分职前教师对脑科学知识了解有限，对常见的神经学误区持否定态度，但对将神经科学应用于教学持积极态度。一般大脑知识是识别神经神话能力的唯一预测因子(β = .564)。结论神经科学知识有助于保护职前教师免受神经神话的侵害。神经科学训练应该在教师教育中占有一席之地。

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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