Educational Neuromyths Among Teachers in Latin America
Educational Neuromyths Among Teachers in Latin America
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DOI：
10.1111/mbe.12086
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发表时间：
2015-09-01
影响因子：
1.8
通讯作者：
Campos, Anna Lucia
中科院分区：
文献类型：
--
作者：
Gleichgerrcht, Ezequiel;Luttges, Benjamin Lira;Campos, Anna Lucia
不可否认，神经科学知识引起了全世界教育工作者的兴趣。然而，并非所有教师相信的大脑事实都有科学依据。这项研究试图评估3,451名拉丁美洲教师对这些所谓的神经神话的信念。我们发现，与其他地理区域的教师先前的研究一致，拉丁美洲的教师对神经科学存在重大误解，特别是当它涉及到有关其结构和功能的事实信息时。南美国家对大脑常识和神经神话的影响程度分别为中等和轻微。高等教育教师的表现略好。然而，所有级别的教师都报告说对大脑了解得更多，他们更有可能相信被称为神经神话的无效断言。这些结果揭示了教育领域的趋势，希望鼓励制定旨在纠正与教育有关的科学应用的战略。讨论了教学实践、政策和教师培训的意义。
Neuroscientific knowledge has undeniably gained interest among educators worldwide. However, not all brain facts believed by teachers are supported by science. This study sought to evaluate the belief in these so-called neuromyths among 3,451 Latin American teachers. We found that, consistent with prior research among teachers in other geographic areas, teachers in Latin America hold major misconceptions about neuroscience, especially as it relates to factual information about its structure and functioning. Differences across South American nations were observed with moderate and slight effect sizes for general knowledge of the brain and neuromyths, respectively. Teachers working in higher education had slightly superior performance. Teachers at all levels who reported knowing more about the brain, however, were more likely to believe invalid assertions known as neuromyths. These results shed light on trends in the field of education, hoping to encourage the development of strategies aimed at correcting the use of science as it relates to education. The implications regarding teaching practice, policy, and teacher training are discussed.