Grospietsch Finja, Mayer Jürgen
Department of Biology Education, University of Kassel, Kassel, Germany.
Front Hum Neurosci. 2019 Feb 14;13:20. doi: 10.3389/fnhum.2019.00020. eCollection 2019.
Transferring current research findings on the topic of learning and memory to "brain-based" learning in schools is of great interest among teachers. However, numerous international studies demonstrate that both pre-service and in-service teachers do not always succeed. Instead, they transfer numerous misconceptions about neuroscience, known as neuromyths, into pedagogical practice. As a result, researchers call for more neuroscience in teacher education in order to create a professional understanding of learning and memory. German pre-service science teachers specializing in biology complete neuroscientific modules (/) during their studies because they are expected to teach these topics to their students. Thus, they are required to demonstrate a certain degree of neuroscience literacy. In the present study, 550 pre-service science teachers were surveyed on neuromyths and scientific concepts about learning and memory. Pre-service science teachers' scientific concepts increased over the course of their training. However, beliefs in neuromyths were independent of participants' status within teacher education (first-year students, advanced students, and post-graduate trainees). The results showed that 10 neuromyths were endorsed by more than 50% of prospective science teachers. Beliefs in the existence of learning styles (93%) and the effectiveness of Brain Gym (92%) were most widespread. Many myths were endorsed even though a large share of respondents had thematically similar scientific concepts; endorsement of neuromyths was found to be largely independent of professional knowledge as well as theory-based and biography-based learning beliefs about neuroscience and learning. Our results suggest that neuromyths can exist in parallel to scientific concepts, professional knowledge and beliefs and are resistant to formal education. From the perspective of conceptual change theory, they thus exhibit characteristic traits of misconceptions that cannot simply be counteracted with increased neuroscientific knowledge. On the basis of our study's findings, it can be concluded that new teacher programs considering neuromyths as change-resistant misconceptions are needed to professionalize pre-service science teachers' neuroscience literacy. For this, an intensive web of exchange between the education field and neuroscientists is required, not just to deploy the latest scientific insights to refute neuromyths on learning and memory, but also to identify further neuromyths.
将当前关于学习与记忆主题的研究成果应用于学校的“基于大脑的”学习，这在教师中引起了极大兴趣。然而，众多国际研究表明，职前教师和在职教师并非总能成功做到这一点。相反，他们将大量关于神经科学的误解（即神经迷思）带入了教学实践。因此，研究人员呼吁在教师教育中增加神经科学内容，以便对学习和记忆形成专业的理解。德国专门从事生物学教学的职前理科教师在学习期间要完成神经科学模块的学习，因为他们需要向学生讲授这些主题。因此，他们必须具备一定程度的神经科学素养。在本研究中，对550名职前理科教师进行了关于神经迷思以及学习与记忆科学概念的调查。职前理科教师的科学概念在培训过程中有所增加。然而，对神经迷思的信念与教师教育阶段的参与者身份（大一学生（即一年级学生）、高年级学生和研究生实习生）无关。结果显示，超过50%的未来理科教师认可10种神经迷思。对学习风格存在性的信念（93%）和健脑操有效性的信念（92%）最为普遍。即使很大一部分受访者有主题相似的科学概念，许多迷思仍得到认可；对神经迷思的认可在很大程度上与专业知识以及基于理论和基于个人经历的关于神经科学和学习的学习信念无关。我们的研究结果表明，神经迷思可以与科学概念、专业知识和信念并存，并且对正规教育具有抗性。从概念转变理论的角度来看，它们因此展现出误解的特征，不能仅仅通过增加神经科学知识来消除。基于我们的研究结果，可以得出结论，需要新的教师培训项目将神经迷思视为具有抗性的误解，以使职前理科教师的神经科学素养专业化。为此，教育领域和神经科学家之间需要密集的交流网络，不仅要运用最新的科学见解来驳斥关于学习和记忆的神经迷思，还要识别更多的神经迷思。
