1
|
Privitera AJ, Chen SHA, Carthery-Goulart MT. Introduction to the special issue: Bringing the brain into education: The application of findings from the Science of Learning to teacher training and development. Trends Neurosci Educ 2024; 36:100236. [PMID: 39266120 DOI: 10.1016/j.tine.2024.100236] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2024] [Accepted: 07/10/2024] [Indexed: 09/14/2024]
Affiliation(s)
- Adam John Privitera
- Centre for Research and Development in Learning, Nanyang Technological University, Singapore.
| | - S H Annabel Chen
- Centre for Research and Development in Learning, Nanyang Technological University, Singapore; School of Social Sciences, Nanyang Technological University, Singapore; National Institute of Education, Nanyang Technological University, Singapore; Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
| | - Maria Teresa Carthery-Goulart
- Faculty of Education, University of Hong Kong, Hong Kong; Center for Mathematics, Computing and Cognition, Federal University of ABC, Brazil; Cognitive and Behavioral Neurology Unit, Clinicas Hospital, School of Medicine, University of Sao Paulo, Brazil
| |
Collapse
|
2
|
Bei E, Argiropoulos D, Van Herwegen J, Incognito O, Menichetti L, Tarchi C, Pecini C. Neuromyths: Misconceptions about neurodevelopment by Italian teachers. Trends Neurosci Educ 2024; 34:100219. [PMID: 38499407 DOI: 10.1016/j.tine.2023.100219] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2023] [Revised: 11/10/2023] [Accepted: 11/17/2023] [Indexed: 03/20/2024]
Abstract
BACKGROUND Neuromyths are commonly held misconceptions about the brain, often generated by a misunderstanding of scientifically established facts. To date, limited research has explored the pervalence of neuromyths about neurodevelopmental disorders in the teacher population. METHOD The current study investigated the prevalence of teachers' general and neurodevelopmental neuromyths among 820 Italian teachers. RESULTS Italian teachers correctly identified 73% of general neuromyths and 70% of neurodevelopmental neuromyths. The difference between general and neurodevelopmental neuromyths endorsement was significant. Frequency of accessing relevant information emerged as a protective factor. A mediation analysis showed that higher need for cognition was significantly associated with a higher frequency of accessing relevant information about the brain, which in turn led to lower endorsement of neuromyths. CONCLUSION In line with our findings, we suggest that teachers can benefit from neuroeducation initiatives aimed to enhance neuroscience literacy in both the initial education and continuous professional development of teachers.
Collapse
Affiliation(s)
- Eva Bei
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Florence, Italy.
| | - Dimitris Argiropoulos
- Department of Humanities, Social Sciences and Cultural Industries, University of Parma, Parma, Italy
| | - Jo Van Herwegen
- Department of Psychology and Human Development, UCL, Institute of Education, University College London, London, United Kingdom
| | - Oriana Incognito
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Florence, Italy
| | - Laura Menichetti
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Florence, Italy
| | - Christian Tarchi
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Florence, Italy
| | - Chiara Pecini
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Florence, Italy
| |
Collapse
|
3
|
Schmied A, Jamaludin A. Neuroscience literacy in educators' training programs in Asia: A call to action. IBRO Neurosci Rep 2023; 15:348-354. [PMID: 38204573 PMCID: PMC10776319 DOI: 10.1016/j.ibneur.2023.10.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2022] [Accepted: 10/17/2023] [Indexed: 01/12/2024] Open
Abstract
The center of learning is the brain and the disciplinary science that examines its structure and functioning, and the nervous system as a whole, is called neuroscience. The assimilation of essential neuroscience-related content by educational systems has gained global interest, given the relevance of learning to education. Recognizing the significance of frontline workers, several governmental agencies and educational institutions have launched initiatives to foster the inclusion of neuroscience literacy in educators' training programs. Their success, however, has depended on collaborative efforts among educators, researchers, and other educational stakeholders, and the process has involved considerable debate. Here, we aim to articulate a rationale to promote neuroscience literacy for educators. In doing so, we revisit prior arguments on the importance of training educators and build up on other reasons to advocate for this kind of endeavor considering cutting-edge research. Following this, we discuss critical elements to advance neuroscience literacy for educators and examine the most important challenges to execute successful initiatives. Finally, we appraise the significance for Asia, reviewing the scholarly literature on educators' prior experiences, and highlight the case of Singapore as an exemplar initiative that catalizes human capital, infrastructure, and strategies to advance neuroscience literacy. We conclude by arguing that governmental agencies and educational institutions should strengthen their efforts to accommodate their programmatic plans and agendas to embrace neuroscience literacy in educators' training programs. This global trend has arrived to stay.
Collapse
Affiliation(s)
- Astrid Schmied
- Science of Learning in Education Centre, Office of Education Research, National Institute of Education, Nanyang Technological University, Singapore
| | - Azilawati Jamaludin
- Science of Learning in Education Centre, Office of Education Research, National Institute of Education, Nanyang Technological University, Singapore
- Learning Sciences and Assessment Academic Group, National Institute of Education, Nanyang Technological University, Singapore
| |
Collapse
|
4
|
Ferreira RA, Rodríguez C. Effect of a Science of Learning Course on Beliefs in Neuromyths and Neuroscience Literacy. Brain Sci 2022; 12:811. [PMID: 35884619 PMCID: PMC9312647 DOI: 10.3390/brainsci12070811] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2022] [Revised: 06/17/2022] [Accepted: 06/18/2022] [Indexed: 11/16/2022] Open
Abstract
Misconceptions about the brain (neuromyths) among educators have been found across different countries, but little has been done to dispel them. The present study assessed the effect of a one-year Science of Learning (SoL) course on neuroscience literacy and beliefs in neuromyths in a sample of Chilean pre-service teachers. An experimental group of pre-service teachers, who took the SoL course as part of their university training, and a control group were needed for the study. Participants in both groups completed an online survey three times during the year (beginning, middle and end of year). The results showed that participants in both groups responded correctly to most assertions but held major misconceptions about the brain (Time 1), in line with previous studies. Regarding neuroscience literacy, participants in the experimental and control groups did not differ significantly at Time 1, but the experimental group showed significantly better performance than the control group at Time 2 and Time 3. Unlike neuroscience literacy, the results in neuromyth beliefs did not differ significantly by group at Time 1 and Time 2; however, at Time 3, the experimental group showed a significant decline in neuromyth beliefs. Overall, these results suggest that the SoL course significantly improved overall neuroscience literacy and reduced neuromyth belief among pre-service teachers, but the effect of the intervention was small.
Collapse
Affiliation(s)
- Roberto A. Ferreira
- Facultad de Ciencias de la Educación, Universidad Católica del Maule, Talca 3480112, Chile;
| | | |
Collapse
|
5
|
Gamino JF, Frost C, Riddle R, Koslovsky J, Chapman SB. Higher-Order Executive Function in Middle School: Training Teachers to Enhance Cognition in Young Adolescents. Front Psychol 2022; 13:867264. [PMID: 35592149 PMCID: PMC9111740 DOI: 10.3389/fpsyg.2022.867264] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Accepted: 04/11/2022] [Indexed: 11/13/2022] Open
Abstract
The epoch of adolescent brain development is an ideal time to train complex thinking skills, and middle schools provide an ideal environment to train and foster this acquisition. Unfortunately, few teachers are equipped with enough knowledge of the science of learning and evidence-based methodology, to ensure all students are given sufficient opportunity to develop their cognitive capacity to the fullest. Using our evidenced-based higher-order executive function training program, we trained current teachers to provide cognitive training to their students. The results of this study demonstrate the efficacy of teacher-implemented intervention for immediate improvement in high-level executive function capacities such as gist-reasoning and interpretive statement production. More importantly, we found evidence of far transfer via students' improved academic performance in all standardized test content areas (Reading, Mathematics, Science, and Social Studies) when compared to their untrained peers. Our findings support the importance of providing intensive professional development that afford educators with a greater understanding of the brain, how we learn, and the importance of evidence-based programs to advance and instill high-level executive function in all students.
Collapse
Affiliation(s)
- Jacquelyn F Gamino
- The University of Texas at Dallas, Center for BrainHealth, Richardson, TX, United States
| | - Courtney Frost
- The University of Texas at Dallas, Center for BrainHealth, Richardson, TX, United States
| | - Russell Riddle
- The University of Texas at Dallas, Center for BrainHealth, Richardson, TX, United States
| | - Janet Koslovsky
- The University of Texas at Dallas, Center for BrainHealth, Richardson, TX, United States
| | - Sandra B Chapman
- The University of Texas at Dallas, Center for BrainHealth, Richardson, TX, United States
| |
Collapse
|
6
|
Cui Y, Zhang H. Educational Neuroscience Training for Teachers' Technological Pedagogical Content Knowledge Construction. Front Psychol 2022; 12:792723. [PMID: 35002887 PMCID: PMC8739229 DOI: 10.3389/fpsyg.2021.792723] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2021] [Accepted: 11/26/2021] [Indexed: 11/30/2022] Open
Abstract
The attention to the laws of the brain and the mechanism of learning in the smart education era becomes the starting point for the convergence and development of education and neuroscience, which also inspired educational neuroscience (EN) affecting the teacher’s development. Although teachers always have a general curiosity about EN and its applications, the limited knowledge hinders their general practice, neuromyths begin to emerge, and there is no evidence to directly show the connection between EN and teachers’ technological pedagogical content knowledge (TPACK) knowledge. Based on an EN teacher training program for 216 teachers, this study verifies that EN training programs can promote teachers’ understanding of EN-related knowledge, and EN is also correlated to teachers’ TPACK. However, the EN training program does not promote high well-being and satisfaction. The research also analyzes the process of teachers’ EN knowledge dissemination based on interviews, and the research conclusion can further reveal the necessity of EN training for teachers in the future.
Collapse
Affiliation(s)
- Yulu Cui
- School of Information Science and Technology, Northeast Normal University, Changchun, China
| | - Hai Zhang
- School of Media Science, Northeast Normal University, Changchun, China
| |
Collapse
|
7
|
Ellingson CL, Edwards K, Roehrig GH, Hoelscher MC, Haroldson RA, Dubinsky JM. Connecting the Dots from Professional Development to Student Learning. CBE LIFE SCIENCES EDUCATION 2021; 20:ar57. [PMID: 34546098 PMCID: PMC8715783 DOI: 10.1187/cbe.21-02-0035] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/11/2021] [Revised: 08/02/2021] [Accepted: 08/13/2021] [Indexed: 06/13/2023]
Abstract
Following professional development (PD), implementation of contemporary topics into high school biology requires teachers to make critical decisions regarding integration of novel content into existing course scope and sequence. Often exciting topics, such as neuroscience, do not perfectly align with standards. Despite commitment to enacting what was learned in the PD, teachers must adapt novel content to their perceptions of good teaching, local context, prior knowledge of their students, and state and district expectations. How teachers decide to integrate curricula encountered from PD programs may affect student outcomes. This mixed-methods study examined the relationship between curricular application strategies following an inquiry-based neuroscience PD and student learning. Post-PD curricular implementation was measured qualitatively through analysis of teacher action plans and classroom observations and quantitatively using hierarchical linear modeling to determine the impact of implementation on student performance. Participation in neuroscience PD predicted improved student learning compared with control teachers. Of the two distinct curricular implementation strategies, enacting a full unit produced significantly greater student learning than integrating neuroscience activities into existing biology units. Insights from this analysis should inform teacher implementation of new curricula after PD on other contemporary biology topics.
Collapse
Affiliation(s)
| | | | | | | | | | - Janet M. Dubinsky
- Department of Neuroscience, University of Minnesota, Minneapolis, MN 55455
| |
Collapse
|
8
|
Rousseau L. Interventions to Dispel Neuromyths in Educational Settings-A Review. Front Psychol 2021; 12:719692. [PMID: 34721171 PMCID: PMC8548459 DOI: 10.3389/fpsyg.2021.719692] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2021] [Accepted: 09/09/2021] [Indexed: 11/13/2022] Open
Abstract
Neuromyths are misconceptions about the brain and learning, for instance Tailoring instruction to students' preferred “learning styles” (e.g., visual, auditory, kinesthetic) promotes learning. Recent reviews indicate that the high prevalence of beliefs in neuromyths among educators did not decline over the past decade. Potential adverse effects of neuromyth beliefs on teaching practices prompted researchers to develop interventions to dispel these misconceptions in educational settings. This paper provides a critical review of current intervention approaches. The following questions are examined: Does neuroscience training protect against neuromyths? Are refutation-based interventions effective at dispelling neuromyths, and are corrective effects enduring in time? Why refutation-based interventions are not enough? Do reduced beliefs in neuromyths translate in the adoption of more evidence-based teaching practices? Are teacher professional development workshops and seminars on the neuroscience of learning effective at instilling neuroscience in the classroom? Challenges, issues, controversies, and research gaps in the field are highlighted, notably the so-called “backfire effect,” the social desirability bias, and the powerful intuitive thinking mode. Future directions are outlined.
Collapse
Affiliation(s)
- Luc Rousseau
- Department of Psychology, Laurentian University, Greater Sudbury, ON, Canada
| |
Collapse
|
9
|
Chang Z, Schwartz MS, Hinesley V, Dubinsky JM. Neuroscience Concepts Changed Teachers' Views of Pedagogy and Students. Front Psychol 2021; 12:685856. [PMID: 34456800 PMCID: PMC8384951 DOI: 10.3389/fpsyg.2021.685856] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2021] [Accepted: 07/09/2021] [Indexed: 12/04/2022] Open
Abstract
Advances in neuroscience reveal how individual brains change as learning occurs. Translating this neuroscience into practice has largely been unidirectional, from researchers to teachers. However, how teachers view and incorporate neuroscience ideas in their classroom practices remains relatively unexplored. Previously fourteen non-science teachers participated in a 3-week three credit graduate course focusing on foundational ideas in neuroscience. The current work was undertaken to gain insight into if and how individual teachers choose to later apply the proposed set of educational neuroscience concepts (ENCs) in their classrooms. This qualitative follow-up study examined commonalities in how teachers of diverse ages and subjects utilized their new neuroscience understandings. To this end, a year after the course, all participants assessed their perceived usefulness of the ENCs in a survey. Six of those teachers permitted classroom observations and participated in interviews that focused on how the ENCs may have influenced their lesson planning and teaching. The survey revealed that irrespective of subject areas or grade levels taught, teachers found the ENCs useful as organizing principles for their pedagogy now and in the future. Overall teachers estimated that the ENCs’ influence on lesson design had increased from 51% prior to the course to an estimated 90% for future lessons. A cross-case analysis of classroom observations and interviews revealed how teachers used ENCs to inform their pedagogical decisions, organize actions in their classroom, influence their understanding of students, and respond to individual contexts. Teachers recognized the importance of student agency for engaging them in the learning process. The ENCs also offered teachers explanations that affirmed known practices or helped justify exploring untried techniques. The foundational neuroscience concepts offered a small group of teachers a lens to reconsider, re-envision and re-design their lessons. Some teachers applied these ideas more broadly or frequently than others. This case study provided insights into how teachers can directly apply neuroscience knowledge to their practice and views of students.
Collapse
Affiliation(s)
- Zhengsi Chang
- School of Behavioral and Brain Sciences, The University of Texas at Dallas, Richardson, TX, United States
| | - Marc S Schwartz
- College of Education, The University of Texas at Arlington, Arlington, TX, United States
| | - Vicki Hinesley
- College of Education, The University of Texas at Arlington, Arlington, TX, United States
| | - Janet M Dubinsky
- Department of Neuroscience, University of Minnesota, Minneapolis, MN, United States
| |
Collapse
|
10
|
Privitera AJ. A scoping review of research on neuroscience training for teachers. Trends Neurosci Educ 2021; 24:100157. [PMID: 34412863 DOI: 10.1016/j.tine.2021.100157] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2021] [Revised: 07/17/2021] [Accepted: 07/19/2021] [Indexed: 10/20/2022]
Abstract
BACKGROUND Including neuroscience concepts in teacher training has continued to gain interest. While many studies advocate for this, little is known about currently published research. METHODS The framework for a scoping review was followed in order to generate a more comprehensive understanding of current research on neuroscience training for teachers. The present study aims to: (1) describe the scope of existing research; (2) summarize findings; and (3) provide recommendations for future inquiry. RESULTS Limited studies and methodological issues prevent strong conclusions from being drawn about the impact of this training although most results are promising. CONCLUSIONS This scoping review provides the first comprehensive summary of the existing research on neuroscience training for teachers and discusses a number of considerations for improving future research in this area.
Collapse
Affiliation(s)
- Adam John Privitera
- Laboratory for Communication Science, Faculty of Education, The University of Hong Kong, Hong Kong SAR.
| |
Collapse
|
11
|
Brick K, Cooper JL, Mason L, Faeflen S, Monmia J, Dubinsky JM. Training-of-Trainers Neuroscience and Mental Health Teacher Education in Liberia Improves Self-Reported Support for Students. Front Hum Neurosci 2021; 15:653069. [PMID: 34220469 PMCID: PMC8249721 DOI: 10.3389/fnhum.2021.653069] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2021] [Accepted: 05/14/2021] [Indexed: 12/25/2022] Open
Abstract
Education programs have been central to reestablishing social norms, rebuilding public educational institutions, and addressing public attitudes toward mental illness in Liberia following a protracted civil war and the Ebola epidemic. The aim of this study was to determine if a program combining an understanding of neuroscience with mental health literacy content could increase teachers’ awareness of students’ mental health issues and produce changes in teacher attitudes and classroom practices. A tiered Training-of-Trainers approach was employed. The first workshop trained 24 Liberian secondary science teachers in the neurobiology of learning, memory, emotions, stress and adolescent brain development. A Leadership Team formed from eight of the Tier I participants then adapted the curriculum, added in more mental health literacy content and led four Tier II workshops and four follow-up Refresher sessions. Participants completed a neuroscience knowledge test and surveys assessing stigma, general perceptions of people with mental illness, and burnout. A subset of Tier II teachers participated in a structured interview at the Refresher time point. Teachers in both tiers acquired basic neuroscience knowledge. Tier I, but not Tier II teachers significantly improved their surveyed attitudes toward people with mental illness. No changes were found in overall teacher burnout. Despite these survey results, the interviewed Tier II teachers self-reported behavioral changes in how they approached their teaching and students in their classrooms. Interviewees described how they now understood social and emotional challenges students might be experiencing and recognized abnormal behaviors as having a biopsychosocial basis. Teachers reported reduced use of verbal and corporal punishment and increased positive rewards systems, such as social and emotional support for students through building relationships. Refresher discussions concurred with the interviewees. In contrast to previous teacher mental health literacy programs which did not bring about a change in helping behaviors, this pilot program may have been successful in changing teacher knowledge and self-reported behaviors, improving teacher–student relationships and decreasing harsh discipline. The combination of basic neuroscience concepts with training on how to recognize mental health issues and refer students should be investigated further as a strategy to promote teacher mental health literacy.
Collapse
Affiliation(s)
- Kara Brick
- Carter Center Mental Health Program, Monrovia, Liberia.,Peace Corps Liberia, Monrovia, Liberia
| | | | - Leona Mason
- Carter Center Mental Health Program, Monrovia, Liberia
| | | | - Josiah Monmia
- Carter Center Mental Health Program, Monrovia, Liberia
| | - Janet M Dubinsky
- Department of Neuroscience, University of Minnesota, Minneapolis, MN, United States
| |
Collapse
|
12
|
Brick K, Cooper JL, Mason L, Faeflen S, Monmia J, Dubinsky JM. Tiered Neuroscience and Mental Health Professional Development in Liberia Improves Teacher Self-Efficacy, Self-Responsibility, and Motivation. Front Hum Neurosci 2021; 15:664730. [PMID: 34045949 PMCID: PMC8144652 DOI: 10.3389/fnhum.2021.664730] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2021] [Accepted: 03/30/2021] [Indexed: 01/29/2023] Open
Abstract
After acquiring knowledge of the neuroscience of learning, memory, stress and emotions, teachers incorporate more cognitive engagement and student-centered practices into their lessons. However, the role understanding neuroscience plays in teachers own affective and motivational competencies has not yet been investigated. The goal of this study was to investigate how learning neuroscience effected teachers' self-efficacy, beliefs in their ability to teach effectively, self-responsibility and other components of teacher motivation. A pilot training-of-trainers program was designed and delivered in Liberia combining basic neuroscience with information on social, emotional, behavioral and mental health issues faced by students. Tier I of the professional development was a 2 weeks workshop led by a visiting neuroscientist. A subset of the 24 Tier I secondary science teachers formed a Leadership Team who adapted the content to the Liberian context and subsequently led additional workshops and follow-up sessions for the Tier II secondary science teachers. Science teachers in both tiers completed the affective-motivational scales from the internationally vetted, multiscale Innovative Teaching for Effective Learning Teacher Knowledge Survey from the OECD. Tier II teachers completed the survey in a pre-post-delayed post design. Tier I teachers completed the survey after the workshop with their attitudes at that time and separately with retrospective projections of their pre-workshop attitudes. Ten of the 92 Tier II teachers participated in structured interviews at follow-up. Statistical analysis of survey data demonstrated improved teacher self-efficacy, self-responsibility for student outcomes, and motivation to teach. Qualitatively, teachers expressed more confidence in their ability to motivate students, engage them through active learning, and manage the class through positive rather than negative reinforcement. Teachers' own self-regulation improved as they made efforts to build supporting relationships with students. Together, these results demonstrated that (i) teacher affective-motivational attitudes can be altered with professional development, (ii) basic neuroscience, as knowledge of how students learn, can improve teacher competency, and (iii) a training-of-trainers model can be effective in a low and middle income country for disseminating neuroscience knowledge, increasing teachers' knowledge of students' social and emotional needs, and promoting educational improvement.
Collapse
Affiliation(s)
- Kara Brick
- The Carter Center Mental Health Program, Monrovia, Liberia
- Peace Corps Liberia, Monrovia, Liberia
| | | | - Leona Mason
- The Carter Center Mental Health Program, Monrovia, Liberia
| | | | - Josiah Monmia
- The Carter Center Mental Health Program, Monrovia, Liberia
| | - Janet M. Dubinsky
- Department of Neuroscience, University of Minnesota, Minneapolis, MN, United States
| |
Collapse
|
13
|
Ching FNY, So WWM, Lo SK, Wong SWH. Preservice teachers' neuroscience literacy and perceptions of neuroscience in education: Implications for teacher education. Trends Neurosci Educ 2020; 21:100144. [PMID: 33303109 DOI: 10.1016/j.tine.2020.100144] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2020] [Revised: 10/19/2020] [Accepted: 10/20/2020] [Indexed: 11/28/2022]
Abstract
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.
Collapse
Affiliation(s)
- Fiona N Y Ching
- Department of Educational Psychology, Faculty of Education, The Chinese University of Hong Kong
| | - Winnie W M So
- Department of Science and Environmental Studies, Faculty of Liberal Arts and Social Sciences, The Education University of Hong Kong.
| | - Sing Kai Lo
- Faculty of Liberal Arts and Social Sciences, The Education University of Hong Kong
| | - Savio W H Wong
- Department of Educational Psychology, Faculty of Education, The Chinese University of Hong Kong
| |
Collapse
|
14
|
Dubinsky JM, Guzey SS, Schwartz MS, Roehrig G, MacNabb C, Schmied A, Hinesley V, Hoelscher M, Michlin M, Schmitt L, Ellingson C, Chang Z, Cooper JL. Contributions of Neuroscience Knowledge to Teachers and Their Practice. Neuroscientist 2019; 25:394-407. [PMID: 30895863 DOI: 10.1177/1073858419835447] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
While neuroscience has elucidated the mechanisms underpinning learning and memory, accurate dissemination of this knowledge to teachers and educators has been limited. This review focuses on teacher professional development in neuroscience that harnessed the power of active-learning strategies and best educational practices resulting in increased teacher and student understanding of cognition and brain function. For teachers, the experience of learning a novel subject in an active manner enabled them to subsequently teach using similar strategies. Most important, participants viewed neuroscience as a frame for understanding why active-learning pedagogies work to engage and motivate students. Teachers themselves made connections applying neuroscience concepts to understand why learner-centered pedagogies are effective in promoting higher order thinking and deep learning in their students. Teachers planned and embraced pedagogies involving modeling, experimentation, discussion, analysis, and synthesis, increasing classroom cognitive engagement. Comprehending that everyone is in charge of changing their own brains is a tremendously powerful idea that may motivate science and non-science teachers to provide students opportunities to actively engage with content. Neuroscience courses for preservice and in-service teachers, provided as collaborations between scientists and teacher educators, can result in improved science education, pedagogy, and understanding of neuroscience.
Collapse
Affiliation(s)
- Janet M Dubinsky
- Department of Neuroscience, University of Minnesota, Minneapolis, MN, USA
| | - S Selcen Guzey
- Department of Curriculum and Instruction and Department of Biological Sciences, Purdue University, West Lafayette, IN, USA
| | - Marc S Schwartz
- SW Center for Mind, Brain and Education, University of Texas at Arlington, Arlington, TX, USA
| | - Gillian Roehrig
- Department of Curriculum and Instruction, University of Minnesota, Minneapolis, MN, USA
| | - Carrie MacNabb
- Department of Neuroscience, University of Minnesota, Minneapolis, MN, USA
| | - Astrid Schmied
- Department of Educational Psychology, University of Minnesota, Minneapolis, MN, USA
| | - Vicki Hinesley
- SW Center for Mind, Brain and Education, University of Texas at Arlington, Arlington, TX, USA
| | - Mary Hoelscher
- Department of Curriculum and Instruction, University of Minnesota, Minneapolis, MN, USA
| | - Michael Michlin
- Center for Applied Research and Educational Improvement, University of Minnesota, Minneapolis, MN, USA
| | - Lee Schmitt
- School of Education, Center for Global Environmental Education, Hamline University, St. Paul, MN, USA
| | - Charlene Ellingson
- Department of Elementary and Literacy Education, Minnesota State University, Mankato, MN, USA
| | - Zhengsi Chang
- School of Behavioral and Brain Sciences, University of Texas at Dallas, Dallas, TX, USA
| | | |
Collapse
|
15
|
Dubinsky JM, Roehrig G, Varma S. Infusing Neuroscience into Teacher Professional Development. EDUCATIONAL RESEARCHER (WASHINGTON, D.C. : 1972) 2013; 42:317-329. [PMID: 26139861 PMCID: PMC4485447 DOI: 10.3102/0013189x13499403] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
Bruer (1997) advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: the neurobiology of learning, and in particular the core concept of plasticity, have the potential to directly transform teacher preparation and professional development, and ultimately to affect how students think about their own learning. We present a case study of how the core concepts of neuroscience can be brought to in-service teachers - the BrainU workshops. We then discuss how neuroscience can be meaningfully integrated into pre-service teacher preparation, focusing on institutional and cultural barriers.
Collapse
Affiliation(s)
- Janet M Dubinsky
- Department of Neuroscience, University of Minnesota, Minneapolis, MN 55455
| | - Gillian Roehrig
- STEM Education Center, University of Minnesota, St. Paul, MN 55108
| | - Sashank Varma
- Department of Educational Psychology, University of Minnesota, Minneapolis, MN 55455
| |
Collapse
|