Details

Autor(en) / Beteiligte

• McMahon, Kendra
• Yeh, Chloe Shu‐Hua
• Etchells, Peter J.

Titel

The Impact of a Modified Initial Teacher Education on Challenging Trainees' Understanding of Neuromyths

Ist Teil von

• Mind, brain and education, 2019-11, Vol.13 (4), p.288-297

Ort / Verlag

Hoboken, USA: Wiley Subscription Services, Inc

Erscheinungsjahr

2019

Quelle

Wiley Online Library Journals Frontfile Complete

Beschreibungen/Notizen

• ABSTRACT Initial teacher education (ITE) offers an underutilized opportunity for bridging the gap between neuroscience research and educational practice. This article reports on innovations embedded within an ITE program to support trainee teachers to recognize and challenge the persistence of neuromyths. Education researchers, neuroscientists, and psychologists collaboratively applied design‐based research to create, improve, and reflect on original neuroeducational teaching/learning resources for university‐based primary (elementary) ITE trainees. Encouragingly, pre and postsurveys showed reductions in trainees' beliefs in neuromyths and a shift to responses showing uncertainty that suggested their beliefs became unsettled. The most persistent neuromyths were those regarding fish oils, left brain/right brain, and learning styles/visual, auditory, or kinaesthetic (VAK). Trainees retained their initial interest in knowledge about the brain and education, gained confidence, and became more critical about applying the learning sciences in educational contexts.