Measuring Educational Neuromyths: Lessons for Future Research

Autor/inn/en	Sullivan, Karen A.; Hughes, Brenda; Gilmore, Linda
Titel	Measuring Educational Neuromyths: Lessons for Future Research
Quelle	In: Mind, Brain, and Education, 15 (2021) 3, S.232-238 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sullivan, Karen A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12294
Schlagwörter	Neurosciences; Brain; Misconceptions; Learning Processes; Scientific Research; Educational Research; Measurement + Suchen Sie Ihr Suchwort? Neuroscience; Neurowissenschaften; Neurowissenschaft; Gehirn; Missverständnis; Learning process; Lernprozess; Bildungsforschung; Pädagogische Forschung; Messverfahren
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01