职前教师的神经科学素养和循证实践：一项试点研究。
Neuroscience literacy and evidence-based practices in pre-service teachers: A pilot study.
机构信息
Neag School of Education, Department of Educational Psychology, University of Connecticut, USA.
Neag School of Education, Department of Educational Psychology, University of Connecticut, USA.
出版信息
Trends Neurosci Educ. 2024 Jun;35:100228. doi: 10.1016/j.tine.2024.100228. Epub 2024 May 8.
AIM
K-12 educators are susceptible to "neuromyths" or misconceptions about the brain and learning, yet how these beliefs relate to practice is not yet understood. This exploratory pilot study investigated how knowledge and beliefs about the brain and learning relate to knowledge of evidence-based teaching and learning principles.
METHODS
Preservice teachers (N = 29) completed an online survey that measured their knowledge and beliefs about the brain and learning, including belief in neuromyths, and their knowledge of evidence-based teaching and learning principles.
RESULTS
Pre-service teachers commonly endorsed several neuromyths, consistent with prior research. There was a strong positive correlation between participants' knowledge and beliefs about the brain and learning, and knowledge of evidence-based teaching and learning principles.
DISCUSSION
Our findings suggest that new teachers with better knowledge of the brain and learning may also have more knowledge of evidence-based principles, though more research is needed to determine their impact on teaching.
目的
K-12 教育工作者容易受到关于大脑和学习的“神经迷思”或误解的影响，但这些信念与实践的关系尚不清楚。这项探索性试点研究调查了关于大脑和学习的知识和信念与对基于证据的教学和学习原则的了解之间的关系。
方法
职前教师（N=29）完成了一项在线调查，该调查衡量了他们对大脑和学习的知识和信念，包括对神经迷思的信念，以及他们对基于证据的教学和学习原则的了解。
结果
职前教师普遍认同一些神经迷思，这与先前的研究一致。参与者对大脑和学习的知识和信念与对基于证据的教学和学习原则的了解之间存在很强的正相关关系。
讨论
我们的研究结果表明，对大脑和学习有更好了解的新教师可能也对基于证据的原则有更多了解，但需要更多的研究来确定它们对教学的影响。
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