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Measuring Educational Neuromyths: Lessons for Future Research
Mind, Brain, and Education ( IF 2.013 ) Pub Date : 2021-07-24 , DOI: 10.1111/mbe.12294
Karen A. Sullivan 1, 2 , Brenda Hughes 1 , Linda Gilmore 3
Affiliation  

Educational neuromyths are incorrect ideas about the brain and learning. These ideas pose a risk if they impact learner outcomes. The concern about neuromyths has spurred global research, including teacher surveys about their identification. If such research leads to corrective strategies, the potential beneficiaries are teachers, students, and the field of educational neuroscience itself. This research relies on accurate neuromyth measures, and yet the topic of measurement has been largely ignored. In this review, we focus on key measurement issues surrounding the assessment of neuromyths, and we consider measurement improvements. We show that the framing of items, both the fact and neuromyth, must be improved in future research. These changes are vital to realize the potential benefit of educational neuromyth research.

中文翻译:

衡量教育神经神话:未来研究的教训

教育性神经神话是关于大脑和学习的错误观念。如果这些想法影响学习者的成果,就会带来风险。对神经神话的担忧激发了全球研究,包括教师对其身份的调查。如果此类研究导致纠正策略,那么潜在的受益者是教师、学生和教育神经科学领域本身。这项研究依赖于准确的神经神话测量,但测量的主题在很大程度上被忽略了。在本次审查中,我们关注围绕神经神话评估的关键测量问题,并考虑测量改进。我们表明,在未来的研究中必须改进项目的框架,包括事实和神经神话。这些变化对于实现教育神经神话研究的潜在好处至关重要。
更新日期:2021-08-27
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