Professionalizing Pre-Service Biology Teachers' Misconceptions about Learning and the Brain through Conceptual Change

Autor/inn/en	Grospietsch, Finja; Mayer, Jürgen
Titel	Professionalizing Pre-Service Biology Teachers' Misconceptions about Learning and the Brain through Conceptual Change
Quelle	In: Education Sciences, 8 (2018), Artikel 120 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Preservice Teachers; Misconceptions; Student Attitudes; Transfer of Training; Neurosciences; Brain; Biology; Science Teachers; Teaching Methods; Science Instruction; Course Descriptions; Pretests Posttests; Intervention; Concept Formation; Outcomes of Education; Attitude Change; Pedagogical Content Knowledge; Teacher Education Programs; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Missverständnis; Schülerverhalten; Training; Transfer; Ausbildung; Neuroscience; Neurowissenschaften; Neurowissenschaft; Gehirn; Biologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kursstrukturplan; Concept learning; Begriffsbildung; Lernleistung; Schulerfolg; Attitudinal change; Einstellungsänderung; Pädagogische Kompetenz; Ausland; Deutschland
Abstract	Scientific concepts of learning and the brain are relevant for biology teachers in two ways: Firstly, the topic is an object of instruction (e.g., long-term potentiation). Secondly, biology teachers must guide their students towards sustainable learning. Consequently, their own understanding of learning and the brain has an especially far-reaching influence on students. Pre-service biology teachers endorse so-called "neuromyths," misconceptions on the subject of learning and the brain (e.g., the existence of learning styles) even though they cover neuroscientific content during their studies. These misconceptions remain relatively stable throughout university education and practical training. In this paper, we transfer the teaching and learning model of conceptual change to the university context. We investigate whether and to what extent a university course developed in accordance with a professional conceptual change model can reduce pre-service biology teachers' endorsement of neuromyths. In a pre-post-design, 57 university students were asked about their professional knowledge, beliefs, neuromyths, and perception and utilization of the university course. We found a positive effect of the intervention on all three elements of students' conceptual understanding. The results show that explicitly refuting misconceptions about learning and the brain (e.g., via conceptual change texts) helps to professionalize neuromyths. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01