Trends in Neuroscience and Education最新文献_第3页

Neurobiological stress markers in educational research: A systematic review of physiological insights in health science education 教育研究中的神经生物学压力标记：系统回顾健康科学教育中的生理学见解

IF 3.4

Trends in Neuroscience and Education Pub Date : 2024-09-24 DOI: 10.1016/j.tine.2024.100242

Morris Gellisch , Martin Bablok , Beate Brand-Saberi , Thorsten Schäfer

{"title":"Neurobiological stress markers in educational research: A systematic review of physiological insights in health science education","authors":"Morris Gellisch , Martin Bablok , Beate Brand-Saberi , Thorsten Schäfer","doi":"10.1016/j.tine.2024.100242","DOIUrl":"10.1016/j.tine.2024.100242","url":null,"abstract":"<div><h3>Background</h3><div>Traditional self-reported measures in health science education often overlook the physiological processes underlying cognitive and emotional responses.</div></div><div><h3>Purpose</h3><div>This review aims to analyze the frequency, sensitivity, and utility of physiological markers in understanding cognitive and emotional dynamics in learning environments.</div></div><div><h3>Methods</h3><div>A systematic PubMed search identified 156 records, with 13 studies meeting inclusion criteria. Markers analyzed included heart rate (HR), heart rate variability (HRV), cortisol, alpha-amylase, testosterone, s-IgA, blood pressure, oxygen saturation, and respiratory rate.</div></div><div><h3>Main Findings</h3><div>HR and HRV were sensitive to educational stressors. Cortisol and alpha-amylase showed mixed results, while testosterone and s-IgA showed limited utility in directly assessing stress responses. No consistent link was found between any marker and immediate learning success.</div></div><div><h3>Conclusion</h3><div>Physiological markers in learning environments can offer valuable insights into emotional and cognitive dynamics but should not be misconstrued as direct indicators of learning outcomes.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"37 ","pages":"Article 100242"},"PeriodicalIF":3.4,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142327740","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

Applying the science of learning to teacher professional development and back again: Lessons from 3 country contexts 将 "学习科学 "应用于教师的专业发展，再应用于教师的专业发展：三个国家的经验教训

IF 3.4

Trends in Neuroscience and Education Pub Date : 2024-09-01 DOI: 10.1016/j.tine.2024.100225

{"title":"Applying the science of learning to teacher professional development and back again: Lessons from 3 country contexts","authors":"","doi":"10.1016/j.tine.2024.100225","DOIUrl":"10.1016/j.tine.2024.100225","url":null,"abstract":"<div><h3>Background</h3><p>Evidence from the science of learning suggests that playful learning pedagogical approaches exist along a spectrum and can support student learning. Leveraging active engagement, iterative, socially interactive, meaningful, and joyful interactions with content also supports student learning. Translating these concepts into guidance and support for teachers is lacking.</p></div><div><h3>Method</h3><p>We introduce a tool designed to support teachers in implementing across the facilitation spectrum and leverage the characteristics that help children learn. Across three international contexts, we engaged with 1207 teachers and the tool was used 4911 times.</p></div><div><h3>Results</h3><p>Student age, the intended learning goal, and context influenced teachers’ use of the tool, suggesting that contextualization is critical, even when basing programs on evidence-based, universal principles given by the science of learning.</p></div><div><h3>Conclusion</h3><p>Science of learning research must be effectively translated but we must use evidence from teachers and real-life classrooms to inform those studying the science of learning.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"36 ","pages":"Article 100225"},"PeriodicalIF":3.4,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000061/pdfft?md5=536b0b1441faa8b6cc794cecf71363cd&pid=1-s2.0-S2211949324000061-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141134558","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

Mirror invariance in the subsequent acquisition of a script with separate forms for reading and writing 读写分离的文字在后续学习中的镜像不变性

IF 3.4

Trends in Neuroscience and Education Pub Date : 2024-09-01 DOI: 10.1016/j.tine.2024.100233

Nancy Krasa , Jike Qin , Ziv Bell

{"title":"Mirror invariance in the subsequent acquisition of a script with separate forms for reading and writing","authors":"Nancy Krasa , Jike Qin , Ziv Bell","doi":"10.1016/j.tine.2024.100233","DOIUrl":"10.1016/j.tine.2024.100233","url":null,"abstract":"<div><h3>Purpose</h3><p>Does suppression of mirror-invariance in one script generalize to a subsequently learned script?</p></div><div><h3>Method</h3><p>We examined mirror invariance in writing and recognition among native Latin-scriptal children and adults (<em>n</em> = 181) learning the Hebrew print script (for reading), and among a subset (<em>n</em> = 92) also learning the Hebrew cursive script (for writing). Hebrew-Latin biscriptal Israeli adults (<em>n</em> = 17) provided comparison.</p></div><div><h3>Results</h3><p>For the most part, mirror invariance was more evident in Hebrew print than in Latin in both writing and recognition among native Latin-scriptals. The number of previously acquired scripts had no effect. Letters’ text-frequency inversely affected written mirror-error frequency. Written reversal errors were less frequent in cursive; orientation recognition was more fluent in print.</p></div><div><h3>Conclusions</h3><p>Mirror-invariance suppression in one's native script does not generalize to a subsequently acquired script. Factors affecting mirror-invariance suppression in the subsequent script include its form and function and individual letters’ text-frequency.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"36 ","pages":"Article 100233"},"PeriodicalIF":3.4,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000140/pdfft?md5=ce0c45d5f7b8b67aa1a8f665ccd38fa6&pid=1-s2.0-S2211949324000140-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142136685","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

Executive functions as predictors of learning prerequisites in preschool: A longitudinal study 作为学前学习先决条件预测因素的执行功能：纵向研究

IF 3.4

Trends in Neuroscience and Education Pub Date : 2024-08-10 DOI: 10.1016/j.tine.2024.100239

Costanza Ruffini , Marta Berni , Giulia Pierucci , Chiara Pecini

{"title":"Executive functions as predictors of learning prerequisites in preschool: A longitudinal study","authors":"Costanza Ruffini , Marta Berni , Giulia Pierucci , Chiara Pecini","doi":"10.1016/j.tine.2024.100239","DOIUrl":"10.1016/j.tine.2024.100239","url":null,"abstract":"<div><h3>Introduction</h3><p>This study focuses on 'learning prerequisites', cognitive and non-cognitive skills crucial for school success, often measured in preschoolers. Executive Functions (EF), like inhibition and cognitive flexibility, are vital among these prerequisites. While EF's role in early literacy and numeracy is acknowledged, some components are often overlooked.</p></div><div><h3>Objective</h3><p>The study aims to longitudinally explore the link between EF, assessed at the beginning of the preschool year and the learning prerequites, measured at the end of the same preschool year.</p></div><div><h3>Method and Results</h3><p>Evaluating 70 preschoolers (62.30 months, SD 4.55), results showed that certain EF measures predicted performance in literacy and numeracy tasks. Specifically, response inhibition predicted rhyme and syllable recognition, series completion, and cognitive flexibility predicted rhyme recognition. Moreover, EF, particularly response inhibition, correlated with overall metaphonology and pre-math abilities.</p></div><div><h3>Conclusion</h3><p>The findings suggest the importance of integrating EF enhancement in early educational interventions, aiding in selecting and optimizing EF skills crucial for later academic success.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"36 ","pages":"Article 100239"},"PeriodicalIF":3.4,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000206/pdfft?md5=81901a8d8f97e6773dfc28bb019a7499&pid=1-s2.0-S2211949324000206-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141990443","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

Integrating vision and somatosensation does not improve the accuracy and response time when estimating area and perimeter of rectangles in primary school 在小学估算矩形的面积和周长时，将视觉和体感结合起来并不能提高准确性和缩短反应时间

IF 3.4

Trends in Neuroscience and Education Pub Date : 2024-08-04 DOI: 10.1016/j.tine.2024.100238

Christian Leukel , Katharina Loibl , Timo Leuders

{"title":"Integrating vision and somatosensation does not improve the accuracy and response time when estimating area and perimeter of rectangles in primary school","authors":"Christian Leukel , Katharina Loibl , Timo Leuders","doi":"10.1016/j.tine.2024.100238","DOIUrl":"10.1016/j.tine.2024.100238","url":null,"abstract":"<div><h3>Background</h3><p>Problem-solving and learning in mathematics involves sensory perception and processing. Multisensory integration may contribute by enhancing sensory estimates. This study aims to assess if combining visual and somatosensory information improves elementary students' perimeter and area estimates.</p></div><div><h3>Methods</h3><p>87 4th graders compared rectangles with respect to area or perimeter either solely using visual observation or additionally with somatosensory information. Three experiments targeted different task aspects. Statistical analyses tested success rates and response times.</p></div><div><h3>Results</h3><p>Contrary to expectations, adding somatosensory information did not boost success rates for area and perimeter comparison. Response time even increased with adding somatosensory information. Children's difficulty in accurately tracing figures negatively impacted the success rate of area comparisons.</p></div><div><h3>Discussion</h3><p>Results suggest visual observation alone suffices for accurately estimating and comparing area and perimeter of rectangles in 4th graders.</p></div><div><h3>Implications</h3><p>Careful deliberation on the inclusion of somatosensory information in mathematical tasks concerning perimeter and area estimations of rectangles is recommended.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"36 ","pages":"Article 100238"},"PeriodicalIF":3.4,"publicationDate":"2024-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S221194932400019X/pdfft?md5=45649e85b31f4e8a8e336879d414cd3c&pid=1-s2.0-S221194932400019X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142044344","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

Introduction to the special issue: Bringing the brain into education: The application of findings from the Science of Learning to teacher training and development 特刊导言：将大脑带入教育：将 "学习科学 "的研究成果应用于教师培训与发展

IF 3.4

Trends in Neuroscience and Education Pub Date : 2024-07-14 DOI: 10.1016/j.tine.2024.100236

Adam John Privitera , S.H. Annabel Chen , Maria Teresa Carthery-Goulart

引用次数: 0

The whole is greater than the sum of its parts: Using cognitive profiles to predict academic achievement 整体大于部分之和：利用认知特征预测学习成绩

IF 3.4

Trends in Neuroscience and Education Pub Date : 2024-07-14 DOI: 10.1016/j.tine.2024.100237

Jessica Wise Younger , Simon Schaerlaeken , Joaquin A. Anguera , Adam Gazzaley , Project iLEAD Consortium

{"title":"The whole is greater than the sum of its parts: Using cognitive profiles to predict academic achievement","authors":"Jessica Wise Younger , Simon Schaerlaeken , Joaquin A. Anguera , Adam Gazzaley , Project iLEAD Consortium","doi":"10.1016/j.tine.2024.100237","DOIUrl":"10.1016/j.tine.2024.100237","url":null,"abstract":"<div><h3>Background</h3><p>Executive functions (EFs) are thought to work in concert to support academic skill. However, EFs are often examined independently, obscuring their symbiotic contribution. We examined the relationship between students’ holistic EF profiles and their academic success.</p></div><div><h3>Methods</h3><p>We sampled over 1200 7–15 year old students from a diverse school district (16 % White; 32 % low income) in the United States. We used 9 EF assessments to construct cognitive profiles via self-organizing maps. We then related profiles to academic achievement scores from both laboratory-based assessments and state-administered standardized tests of reading and math.</p></div><div><h3>Results</h3><p>Six profiles differed in EF performance, but their differences in academic achievement did not suggest a linear relationship between individual EFs and academic skill.</p></div><div><h3>Conclusions</h3><p>We show cognitive profiles based on individual strengths and weaknesses in EFs can reveal multiple cognitive paths to the same academic outcome.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"36 ","pages":"Article 100237"},"PeriodicalIF":3.4,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000188/pdfft?md5=3a381aba63e44eb494792befc6bb6669&pid=1-s2.0-S2211949324000188-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141637683","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

Where did pre-service teachers, teachers, and the general public learn neuromyths? Insights to support teacher training 职前教师、教师和公众从哪里学到神经迷思？支持教师培训的启示

IF 3.4

Trends in Neuroscience and Education Pub Date : 2024-06-29 DOI: 10.1016/j.tine.2024.100235

Letícia Sayuri Ribeiro Sazaka , Maria Julia Hermida , Roberta Ekuni

{"title":"Where did pre-service teachers, teachers, and the general public learn neuromyths? Insights to support teacher training","authors":"Letícia Sayuri Ribeiro Sazaka , Maria Julia Hermida , Roberta Ekuni","doi":"10.1016/j.tine.2024.100235","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100235","url":null,"abstract":"<div><h3>Background</h3><p>Neuromyths may negatively influence teacher practice. Knowing where people learned misinformation can prevent its propagation and improve teacher training.</p></div><div><h3>Objective</h3><p>To investigate the prevalence of neuromyths, their sources, and whether they influence teacher practice.</p></div><div><h3>Method</h3><p>157 participants (teachers, pre-service teachers, and the general public), assessed four neuromyths statements on a 4-point Likert scale. They indicate their sources, and if they were educators, whether they influenced their teacher practice.</p></div><div><h3>Results</h3><p>Participants showed over 50 % agreement in neuromyths, and approximately 30 % of teachers reported using teaching strategies based on these misconceptions. Information sources included social media, instructional materials, books, as well as interactions with peers.</p></div><div><h3>Conclusion</h3><p>These results underscore the need to avoid the spread of neuromyths, especially the learning styles myth, targeting training courses and educational materials. Most teachers remember where they learned about neuromyths, which may help to identify the sources</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"36 ","pages":"Article 100235"},"PeriodicalIF":3.4,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141595884","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

Eye-tracker and fNIRS: Using neuroscientific tools to assess the learning experience during children's educational robotics activities 眼动仪和 fNIRS：利用神经科学工具评估儿童教育机器人活动中的学习体验

IF 3.4

Trends in Neuroscience and Education Pub Date : 2024-06-27 DOI: 10.1016/j.tine.2024.100234

Eneyse Dayane Pinheiro , João Ricardo Sato , Raimundo da Silva Soares Junior , Candida Barreto , Amanda Yumi Ambriola Oku

{"title":"Eye-tracker and fNIRS: Using neuroscientific tools to assess the learning experience during children's educational robotics activities","authors":"Eneyse Dayane Pinheiro , João Ricardo Sato , Raimundo da Silva Soares Junior , Candida Barreto , Amanda Yumi Ambriola Oku","doi":"10.1016/j.tine.2024.100234","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100234","url":null,"abstract":"<div><p>In technology education, there has been a paradigmatic shift towards student-centered approaches such as learning by doing, constructionism, and experiential learning. Educational robotics allows students to experiment with building and interacting with their creations while also fostering collaborative work. However, understanding the student's response to these approaches is crucial to adapting them during the teaching-learning process. In this sense, neuroscientific tools such as Functional Near-Infrared Spectroscopy and Eye-tracker could be useful, allowing the investigation of relevant states experienced by students. Although they have already been used in educational research, their practical relevance in the teaching-learning process has not been extensively investigated. In this perspective article expressing our position, we bring four examples of learning experiences in a robotics class with children, in which we illustrate the usefulness of these tools.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"36 ","pages":"Article 100234"},"PeriodicalIF":3.4,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141595883","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

Why and how to collect representative study samples in educational neuroscience research 为什么以及如何在教育神经科学研究中收集具有代表性的研究样本

IF 3.3

Trends in Neuroscience and Education Pub Date : 2024-06-01 DOI: 10.1016/j.tine.2024.100231

Analia Marzoratti , Tanya M. Evans

{"title":"Why and how to collect representative study samples in educational neuroscience research","authors":"Analia Marzoratti , Tanya M. Evans","doi":"10.1016/j.tine.2024.100231","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100231","url":null,"abstract":"<div><h3>Background</h3><p>Educational neuroscience research, which investigates the neurobiological mechanisms of learning, has historically incorporated samples drawn mostly from white, middle-class, and/or suburban populations. However, sampling in research without attending to representation can lead to biased interpretations and results that are less generalizable to an intended target population. Prior research revealing differences in neurocognitive outcomes both within- and across-groups further suggests that such practices may obscure significant effects with practical implications.</p></div><div><h3>Barriers</h3><p>Negative attitudes among historically marginalized communities, stemming from historical mistreatment, biased research outcomes, and implicit or explicit attitudes among research teams, can hinder diverse participation. Qualities of the research process including language requirements, study locations, and time demands create additional barriers.</p></div><div><h3>Solutions</h3><p>Flexible data collection approaches, community engaugement, and transparent reporting could build trust and enhance sampling diversity. Longer-term solutions include prioritizing research questions relevant to marginalized communities, increasing workforce diversity, and detailed reporting of sample demographics. Such concerted efforts are essential for robust educational neuroscience research to maximize positive impacts broadly across learners.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"35 ","pages":"Article 100231"},"PeriodicalIF":3.3,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141241171","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