Trends in Neuroscience and Education最新文献_第2页

Neuroscience literacy and evidence-based practices in pre-service teachers: A pilot study 职前教师的神经科学素养和循证实践：试点研究

IF 3.3

Trends in Neuroscience and Education Pub Date : 2024-05-08 DOI: 10.1016/j.tine.2024.100228

Kristin Simmers, Ido Davidesco

{"title":"Neuroscience literacy and evidence-based practices in pre-service teachers: A pilot study","authors":"Kristin Simmers, Ido Davidesco","doi":"10.1016/j.tine.2024.100228","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100228","url":null,"abstract":"<div><h3>Aim</h3><p>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.</p></div><div><h3>Methods</h3><p>Preservice teachers (<em>N</em> = 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.</p></div><div><h3>Results</h3><p>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.</p></div><div><h3>Discussion</h3><p>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.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000097/pdfft?md5=11c13f8dddec7d743766715c39d95468&pid=1-s2.0-S2211949324000097-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140909884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bridging cognitive neuroscience and education: Insights from EEG recording during mathematical proof evaluation 连接认知神经科学与教育：数学证明评估过程中的脑电图记录带来的启示

IF 3.3

Trends in Neuroscience and Education Pub Date : 2024-05-07 DOI: 10.1016/j.tine.2024.100226

Venera Gashaj , Dragan Trninić , Cléa Formaz , Samuel Tobler , Juan Sebastián Gómez‑Cañón , Hanna Poikonen , Manu Kapur

{"title":"Bridging cognitive neuroscience and education: Insights from EEG recording during mathematical proof evaluation","authors":"Venera Gashaj , Dragan Trninić , Cléa Formaz , Samuel Tobler , Juan Sebastián Gómez‑Cañón , Hanna Poikonen , Manu Kapur","doi":"10.1016/j.tine.2024.100226","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100226","url":null,"abstract":"<div><h3>Background</h3><p>Much of modern mathematics education prioritizes symbolic formalism even at the expense of non-symbolic intuition, we contextualize our study in the ongoing debates on the balance between symbolic and non-symbolic reasoning. We explore the dissociation of oscillatory dynamics between algebraic (symbolic) and geometric (non-symbolic) processing in advanced mathematical reasoning during a naturalistic design.</p></div><div><h3>Method</h3><p>Employing mobile EEG technology, we investigated students' beta and gamma wave patterns over frontal and parietal regions while they engaged with mathematical demonstrations in symbolic and non-symbolic formats within a tutor-student framework. We used extended, naturalistic stimuli to approximate an authentic educational setting.</p></div><div><h3>Conclusion</h3><p>Our findings reveal nuanced distinctions in neural processing, particularly in terms of gamma waves and activity in parietal regions. Furthermore, no clear overall format preference emerged from the neuroscientific perspective despite students rating symbolic demonstrations higher for understanding and familiarity.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000073/pdfft?md5=885be7731b945b589b60a6a7c0844fac&pid=1-s2.0-S2211949324000073-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140906085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Intervention effects on low performing preschoolers' early mathematical skills: Adding fundamental motor skill practice as a supporting method 对成绩差的学龄前儿童早期数学技能的干预效果：将基本运动技能练习作为辅助方法

IF 3.3

Trends in Neuroscience and Education Pub Date : 2024-05-04 DOI: 10.1016/j.tine.2024.100227

Pinja Jylänki , Arja Sääkslahti , Pirjo Aunio

{"title":"Intervention effects on low performing preschoolers' early mathematical skills: Adding fundamental motor skill practice as a supporting method","authors":"Pinja Jylänki , Arja Sääkslahti , Pirjo Aunio","doi":"10.1016/j.tine.2024.100227","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100227","url":null,"abstract":"<div><h3>Background</h3><p>This study examined the effects of (1) combined early numeracy and fundamental motor skills (MovEN), (2) early numeracy, and (3) fundamental motor skills intervention programs on children's early mathematical and fundamental motor skills, and how individual background variables affect the effectiveness of these interventions.</p></div><div><h3>Procedure</h3><p>Together 50 preschoolers participated in the interventions (16 × 45 min sessions). Children's early numeracy, mathematical problem-solving, and fundamental motor skills were measured once before and twice after the interventions.</p></div><div><h3>Main findings</h3><p>The results showed that the MovEN and early numeracy -interventions were effective in improving children's early numeracy, and mathematical problem-solving. Whereas the MovEN and fundamental motor skills interventions improved children's fundamental motor skills. From individual factors, only updating ability predicted the intervention's effectiveness over and above prior performance.</p></div><div><h3>Conclusion</h3><p>The results suggest that children's early mathematical and fundamental motor skills can be supported effectively at the same time with the MovEN -intervention.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000085/pdfft?md5=56670d8e9ef9493753ba33a5f87aaeae&pid=1-s2.0-S2211949324000085-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140894938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Approaching lifelong learning: An integrated framework for explaining decision-making processes in personal and professional development 走近终身学习：解释个人和职业发展决策过程的综合框架

IF 3.3

Trends in Neuroscience and Education Pub Date : 2024-05-04 DOI: 10.1016/j.tine.2024.100230

Angélica Mendes, Samuel Greiff, Katarzyna Bobrowicz

{"title":"Approaching lifelong learning: An integrated framework for explaining decision-making processes in personal and professional development","authors":"Angélica Mendes, Samuel Greiff, Katarzyna Bobrowicz","doi":"10.1016/j.tine.2024.100230","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100230","url":null,"abstract":"<div><p><em>Background</em>: Individual differences in commitment to lifelong learning, a process aimed at seizing opportunities for self-development, have not been extensively studied. <em>Objective</em>: Our aim is to provide a comprehensive understanding of the decision-making mechanisms involved in pursuing learning for self-development. <em>Method:</em> We conducted a literature review on the taxing nature of cognitive exertion and its impact on the inclination to engage in cognitively demanding tasks for learning, as well as individual differences in sensitivity to aversive or rewarding outcomes inherent in the learning process. <em>Results</em>: Our findings indicate that the Expected Value of Control (EVC) theory can elucidate the former, while research on approach-avoidance motivation can shed light on the latter. <em>Conclusion</em>: We propose and develop an integrated framework that incorporates both lines of research. This framework holds relevance for neuropsychology, experimental psychology, and education psychology, offering theoretical guidance for tailoring learning experiences to enhance engagement and commitment to self-development.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140948494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Seeing the teacher through my peers' eyes? A social network study on adolescents' teaching quality perceptions 通过同伴的眼睛看老师？关于青少年教学质量感知的社会网络研究

IF 3.3

Trends in Neuroscience and Education Pub Date : 2024-05-01 DOI: 10.1016/j.tine.2024.100224

Lisa Bardach , Zsofia Boda , Claudia Neuendorf , Wolfgang Wagner , Kyle Davison , Ulrich Trautwein

{"title":"Seeing the teacher through my peers' eyes? A social network study on adolescents' teaching quality perceptions","authors":"Lisa Bardach , Zsofia Boda , Claudia Neuendorf , Wolfgang Wagner , Kyle Davison , Ulrich Trautwein","doi":"10.1016/j.tine.2024.100224","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100224","url":null,"abstract":"<div><h3>Background</h3><p>Prior research has documented the pervasive influence that peers can exert on adolescents’ lives. However, knowledge on whether adolescents’ perceptions of the quality of the teacher's instruction are also prone to peer influences is lacking.</p></div><div><h3>Method</h3><p>This study (<em>N</em> = 248 German adolescents) used longitudinal social network analysis to investigate whether (a) friends become more similar in their teaching quality perceptions (influence effects) and/or whether (b) students with initially more similar perceptions of teaching quality were more likely to become friends (selection effects). We also explored whether (c) students with more positive teaching quality perceptions were better integrated socially.</p></div><div><h3>Results</h3><p>We did not find support for influence or selection effects. However, students who rated their teacher's instruction more positively were better integrated socially.</p></div><div><h3>Conclusions</h3><p>Our work adds to research on the role of peers in adolescence and enhances our understanding of peer influences on students’ perceptions of instruction.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140909883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Difficulty sensitivity replaces reward sensitivity during adolescence: Task-related fMRI and functional connectivity during self-regulative learning choices 青春期对困难的敏感性取代了对奖励的敏感性自我调节学习选择过程中与任务相关的 fMRI 和功能连接

IF 3.3

Trends in Neuroscience and Education Pub Date : 2024-04-17 DOI: 10.1016/j.tine.2024.100223

Esther H.H. Keulers , Luciana Falbo , Anique de Bruin , Peter L.J. Stiers

{"title":"Difficulty sensitivity replaces reward sensitivity during adolescence: Task-related fMRI and functional connectivity during self-regulative learning choices","authors":"Esther H.H. Keulers , Luciana Falbo , Anique de Bruin , Peter L.J. Stiers","doi":"10.1016/j.tine.2024.100223","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100223","url":null,"abstract":"<div><h3>Aim</h3><p>We examined age-related differences in valuation and cognitive control circuits during value-based decision-making.</p></div><div><h3>Methods</h3><p>13-year-olds (<em>N</em> = 25) and 17-year-olds (<em>N</em> = 22) made a metacognitive choice to be tested or not on an upcoming learning task, based on reward and difficulty associated with word-pairs. To investigate whether these determinants of subjective value are differently processed at different ages, we performed region-of-interest(ROI)-based analyses of task-related and functional connectivity data.</p><p>Results: We observed age-related differences in responsiveness of valuation structures (amygdala, ventral striatum, ventromedial prefrontal cortex) and caudate nucleus, with activity modulated by reward in 13-year-olds, while in 17-year-olds activity being responsive to difficulty. These accompanied age-related differences in functional connectivity between medial prefrontal and striatal/amygdala seeds.</p></div><div><h3>Discussion</h3><p>These results are in line with current views that sensitivity changes for reward and difficulty during adolescence are the result of a maturational switch in effort-related signalling in the cognitive control circuit, which increasingly regulates value-signalling structures.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000048/pdfft?md5=3532b8d65cce8b7223c281581d8bd9f3&pid=1-s2.0-S2211949324000048-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140638356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Educational neuromyths and instructional practices: The case of inclusive education teachers in Hong Kong 教育神经迷思与教学实践：香港全纳教育教师的案例

IF 3.3

Trends in Neuroscience and Education Pub Date : 2024-02-01 DOI: 10.1016/j.tine.2024.100221

Po-yin Tsang, Gill Althia Francis, Elpis Pavlidou

{"title":"Educational neuromyths and instructional practices: The case of inclusive education teachers in Hong Kong","authors":"Po-yin Tsang, Gill Althia Francis, Elpis Pavlidou","doi":"10.1016/j.tine.2024.100221","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100221","url":null,"abstract":"<div><h3>Background</h3><p>Educational neuromyths are known to exist amongst teachers in Western countries, and some researchers argue that neuromyths may affect classroom teaching.</p></div><div><h3>Method</h3><p>An online survey was designed and distributed to sixty-four Hong Kong inclusive education teachers. Descriptive statistics, Pearson's correlation, Hierarchical Multiple Regression, and Thematic analysis were used to analyzed the collected data.</p></div><div><h3>Results</h3><p>First, there is a relatively low prevalence of neuromyths among Hong Kong teachers. Second, neuromyths were not significantly correlated with inclusive teachers' instructional practices. Third, teachers’ general knowledge of the brain was significantly correlated with neuromyths and is a significant predictor of neuromyths. Fourth, the work-related stress of teachers was the main barrier to learning about neuroscience and adopting evidence-based practices in classroom teaching in Hong Kong.</p></div><div><h3>Conclusion</h3><p>Our findings raise awareness of environmental and cultural factors that need to be considered and might affect the prevalence of neuromyths studies in non-WEIRD contexts.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000024/pdfft?md5=465567d499a152c8f86efb23bfbb6edd&pid=1-s2.0-S2211949324000024-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139682383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developmental associations of fundamental motor skills and executive functions in preschoolers — The role of the physical activity and the effects on early numeracy 学龄前儿童基本运动技能和执行功能的发展关联--体育活动的作用和对早期计算能力的影响

IF 3.3

Trends in Neuroscience and Education Pub Date : 2024-01-15 DOI: 10.1016/j.tine.2024.100220

Anssi Vanhala , Anna Widlund , Johan Korhonen , Eero A. Haapala , Arja Sääkslahti , Pirjo Aunio

{"title":"Developmental associations of fundamental motor skills and executive functions in preschoolers — The role of the physical activity and the effects on early numeracy","authors":"Anssi Vanhala , Anna Widlund , Johan Korhonen , Eero A. Haapala , Arja Sääkslahti , Pirjo Aunio","doi":"10.1016/j.tine.2024.100220","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100220","url":null,"abstract":"<div><p><em>Background:</em> Physical activity, fundamental motor skills, executive functions and early numeracy have shown to be related, but very little is known about the developmental relations of these factors.</p><p><em>Procedure:</em> We followed 317 children (3–6 years) over two years. Fundamental motor skills and executive functions (inhibition+switching, updating) were measured at all time points (T1, T2, T3) and physical activity at T1 and early numeracy at T3.</p><p><em>Main findings:</em> Children with better fundamental motor skills at T1 developed slower in inhibition and switching. Fundamental motor skills developed faster in children who had better initial inhibition and switching ability. Vigorous physical activity at T1 was associated with a weaker initial inhibition and switching. The initial level and the developmental rate of updating were related to better early numeracy skills.</p><p><em>Conclusions:</em> Findings indicate that fundamental motor skills and executive functions are developmentally related, and updating is an important predictor for early numeracy in preschoolers.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000012/pdfft?md5=e91e63adebee1d00cc9954bd0070388a&pid=1-s2.0-S2211949324000012-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139503644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Neuromyths: Misconceptions about neurodevelopment by Italian teachers. 神经神话:意大利教师对神经发育的误解。

IF 3.3

Trends in Neuroscience and Education Pub Date : 2023-11-23 DOI: 10.1016/j.tine.2023.100219

Eva Bei , Dimitris Argiropoulos , Jo Van Herwegen , Oriana Incognito , Laura Menichetti , Christian Tarchi , Chiara Pecini

{"title":"Neuromyths: Misconceptions about neurodevelopment by Italian teachers.","authors":"Eva Bei , Dimitris Argiropoulos , Jo Van Herwegen , Oriana Incognito , Laura Menichetti , Christian Tarchi , Chiara Pecini","doi":"10.1016/j.tine.2023.100219","DOIUrl":"https://doi.org/10.1016/j.tine.2023.100219","url":null,"abstract":"<div><p>Background: Neuromyths are commonly held misconceptions about the brain, often generated by a misunderstanding of scientifically established facts. To date, limited research has explored the pervalence of neuromyths about neurodevelopmental disorders in the teacher population. Method: The current study investigated the prevalence of teachers’ general and neurodevelopmental neuromyths among 820 Italian teachers. Results: Italian teachers correctly identified 73% of general neuromyths and 70% of neurodevelopmental neuromyths. The difference between general and neurodevelopmental neuromyths endorsement was significant. Frequency of accessing relevant information emerged as a protective factor. A mediation analysis showed that higher need for cognition was significantly associated with a higher frequency of accessing relevant information about the brain, which in turn led to lower endorsement of neuromyths. Conclusion: In line with our findings, we suggest that teachers can benefit from neuroeducation initiatives aimed to enhance neuroscience literacy in both the initial education and continuous professional development of teachers.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949323000224/pdfft?md5=1bdbae9e8bdcd7451db7fe706f795354&pid=1-s2.0-S2211949323000224-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138484899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Neuromyths about neurodevelopmental disorders in Chilean teachers 关于智利教师神经发育障碍的神经神话

IF 3.3

Trends in Neuroscience and Education Pub Date : 2023-10-31 DOI: 10.1016/j.tine.2023.100218

Stephanie Armstrong-Gallegos , Jo Van Herwegen , Vania Figueroa Ipinza

引用次数: 0