Fiona N.Y. Ching , Winnie W.M. So , Sing Kai Lo , Savio W.H. Wong
{"title":"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","authors":"Fiona N.Y. Ching , Winnie W.M. So , Sing Kai Lo , Savio W.H. Wong","doi":"10.1016/j.tine.2020.100144","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>Owing to the prevalence of neuromyths in education, there has been a call for more teacher training in neuroscience<span>. 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.</span></p></div><div><h3>Method</h3><p><span>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 </span>classical test theory techniques were employed for data analysis.</p></div><div><h3>Results</h3><p>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).</p></div><div><h3>Conclusion</h3><p>Neuroscience knowledge can help safeguard preservice teachers against neuromyths. Neuroscience training deserves a place in teacher education.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2020.100144","citationCount":"18","resultStr":"{\"title\":\"Preservice teachers’ neuroscience literacy and perceptions of neuroscience in education: Implications for teacher education\",\"authors\":\"Fiona N.Y. Ching , Winnie W.M. So , Sing Kai Lo , Savio W.H. Wong\",\"doi\":\"10.1016/j.tine.2020.100144\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><p>Owing to the prevalence of neuromyths in education, there has been a call for more teacher training in neuroscience<span>. 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.</span></p></div><div><h3>Method</h3><p><span>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 </span>classical test theory techniques were employed for data analysis.</p></div><div><h3>Results</h3><p>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).</p></div><div><h3>Conclusion</h3><p>Neuroscience knowledge can help safeguard preservice teachers against neuromyths. Neuroscience training deserves a place in teacher education.</p></div>\",\"PeriodicalId\":46228,\"journal\":{\"name\":\"Trends in Neuroscience and Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.4000,\"publicationDate\":\"2020-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1016/j.tine.2020.100144\",\"citationCount\":\"18\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Trends in Neuroscience and Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S221194932030020X\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"NEUROSCIENCES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Trends in Neuroscience and Education","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S221194932030020X","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NEUROSCIENCES","Score":null,"Total":0}
Preservice teachers’ neuroscience literacy and perceptions of neuroscience in education: Implications for teacher education
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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