文章基本信息

标题：Prevalence, Predictors and Sources of Information Regarding Neuromyths in an Australian Cohort of Preservice Teachers
本地全文：下载
作者：Carter ; Van Bergen, Penny ; Stephenson, Jennifer 等
期刊名称：Australian Journal of Teacher Education
印刷版ISSN：1835-517X
出版年度：2020
卷号：45
期号：10
页码：6-25
DOI：10.14221/ajte.2020v45n10.6
出版社：Edith Cowan University
摘要：The term neuromyths refers to misconceptions about learning and the brain. Educator neuromyths may result in inappropriate instruction, labelling of learners, and wasted resources. To date, little research has considered the sources of these beliefs. We surveyed 1359 Australian preservice educators (M = 22.7, SD = 5.7 years) about their sources of information for 15 neuromyth and 17 general brain knowledge statements. Consistent with previous studies, neuromyth beliefs were prevalent. Predictors of neuromyth accuracy included general brain knowledge and completion of university classes addressing neuromyths, although effects were modest. Depending on the belief, participants relied on general knowledge, academic staff, school staff, and popular media. Recommendations for teacher education are presented.
关键词：neuromyth;pre-service teachers;teacher education