加勒比国家教师神经谬论的横断面研究。
A cross-sectional study of neuromyths among teachers in a Caribbean nation.
机构信息
Faculty of Medical Sciences, University of the West Indies, St. Augustine, Trinidad and Tobago, West Indies.
Faculty of Medical Sciences, University of the West Indies, St. Augustine, Trinidad and Tobago, West Indies.
出版信息
Trends Neurosci Educ. 2021 Jun;23:100155. doi: 10.1016/j.tine.2021.100155. Epub 2021 Apr 17.
BACKGROUND
The current COVID-19 pandemic and proliferation of misinformation regarding science highlights the importance of improving general science literacy. The continued preponderance of neuromyths among educators is of concern, especially in lower- and middle-income countries.
METHOD
Using an adapted questionnaire, a cross-sectional survey was conducted among teachers in a small island developing state in the Caribbean.
RESULTS
Two-thirds of the sample were unable to recognise at least 50% of the myths. Regression analysis demonstrated that higher scores in brain knowledge and exposure to prior teacher-training increased belief in neuromyths. On the other hand, specific in-service training pertaining to educational neuroscience improved scores.
CONCLUSION
Neuromyths are prevalent among teachers and appear to inform their teaching practice. Further research needs to be conducted to explore not just the prevalence of these myths but in what ways they may be impacting teaching and learning outcomes in the classroom.
背景
当前的 COVID-19 大流行和有关科学的错误信息的传播突显了提高一般科学素养的重要性。教育工作者中继续存在神经谬论的情况令人担忧，尤其是在中低收入国家。
方法
使用经过改编的问卷，在加勒比地区的一个小岛屿发展中国家对教师进行了横断面调查。
结果
三分之二的样本至少无法识别 50%的谬论。回归分析表明，大脑知识得分较高和接受过教师培训的比例较高会增加对神经谬论的信仰。另一方面，专门针对教育神经科学的在职培训提高了分数。
结论
神经谬论在教师中很普遍，似乎影响了他们的教学实践。需要进一步开展研究，不仅要探讨这些谬论的流行程度，还要探讨它们可能以何种方式影响课堂教学和学习成果。
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