The Prevalence of Educational Neuromyths among Pre-Service Special Education Teachers

Autor/inn/en	Ruhaak, Amy E.; Cook, Bryan G.
Titel	The Prevalence of Educational Neuromyths among Pre-Service Special Education Teachers
Quelle	In: Mind, Brain, and Education, 12 (2018) 3, S.155-161 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ruhaak, Amy E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12181
Schlagwörter	Incidence; Misconceptions; Preservice Teachers; Teaching Methods; Student Attitudes; Brain Hemisphere Functions; Correlation; Identification; Neurosciences; Preservice Teacher Education; Special Education Teachers; Educational Practices + Suchen Sie Ihr Suchwort? Vorkommen; Missverständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Korrelation; Identifikation; Identifizierung; Neuroscience; Neurowissenschaften; Neurowissenschaft; Lehramtsstudiengang; Lehrerausbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Bildungspraxis
Abstract	Educational neuromyths are commonly accepted, erroneous beliefs based on misunderstandings of neuroscience that contribute to pseudoscientific practice within education. We examined the beliefs and perspectives of special education pre-service teachers related to educational neuromyths and corresponding instructional practices using a mixed-methods design. Data from survey (n = 129) and interview participants (n = 6) indicate misperceptions of neuromyths and gaps in general knowledge of the brain, learning, and behavior. Participants who accurately identified neuromyths indicated they were more likely to implement effective instructional practices, and findings indicated a small, positive correlation between education coursework and accurate identification of neuromyths. Qualitative findings suggest participants are confused by the terminology surrounding educational neuromyths and do not know how to identify pseudoscientific neuromyth-based practices. Recommendations for addressing the proliferation of neuromyths are provided. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01