Results 21 to 30 of about 105 (55)

The Prevalence of Neuromyths Among K‐12 English Language Teachers

European Journal of Education, Volume 60, Issue 2, June 2025.
ABSTRACT This descriptive study aimed to investigate neuromyth prevalence among English language teachers. Data were collected through a digital questionnaire administered to 114 English teachers in Istanbul, Turkey, with the mediation of the Ministry of National Education (MoNE).
Gursen Sisman, Dilara Demirbulak, Ayse Yilmaz Virlan   +2 more
wiley   +1 more source

Factors that Facilitate or Impede the Implementation of Neuroeducational Principles: Perspectives from Preschool and Primary School Teachers

Mind, Brain, and Education, Volume 19, Issue 2, Page 83-89, May 2025.
ABSTRACT Through professional learning communities comprising preschool and primary school teachers, we investigated factors that facilitate or impede the implementation of neuroeducational principles, including repeated neuronal activation, active learning, spaced learning, feedback and mindset.
Élisabeth Bélanger, Sophie McMullin, Elisabeth Hould, Lorie‐Marlène Brault Foisy, Steve Masson   +4 more
wiley   +1 more source

Debunking neuromyths: Pre‐service teachers' insights on autism spectrum disorder

Journal of Research in Special Educational Needs, Volume 25, Issue 2, Page 403-415, April 2025.
Abstract Teachers' beliefs in certain neuromyths about neurodevelopmental disorders can negatively impact the educational inclusion of students who present them. This study aims to analyse the prevalence of neuromyths about the health and the emotional competences of people with autism spectrum disorder (ASD) in pre‐service teachers; and to assess the ...
Irene Lacruz‐Pérez, Gemma Pastor‐Cerezuela, Carlos Caurín‐Alonso, Antonio José Morales‐Hernández, Raúl Tárraga‐Mínguez   +4 more
wiley   +1 more source

RÉFLEXIONS SUR LES LIENS ENTRE NEUROSCIENCES, MATHÉMATIQUES ET ÉDUCATION

, 2018
Des concepts et méthodes sont parfois empruntés à d’autres disciplines et utilisés pour élucider certaines problématiques éducatives. Dans le cas de la « neuroéducation », cette dernière semble prétendre au statut de « science mère » dont le but est de ...
Gustavo Barallobres, Barallobres, Gustavo   +1 more
core   +1 more source

The presence and burden of cognitive issues: discordance between the perception of neurologists and people living with multiple sclerosis

European Journal of Neurology, Volume 32, Issue 1, January 2025.
Graphical representation of study outline, main results and conclusion. Abstract Background and purpose Cognitive impairment is a common symptom of multiple sclerosis (MS) and occurs in more than 40% of people living with MS (plwMS). No real‐world study has assessed the perception of neurologists and plwMS on cognitive issues.
Iris‐Katharina Penner, Virginia De Las Heras, Eddie Jones, Suzannah Hetherington, Himanshu Karu, Rahul Chetlangia, Sourav Biswas, Patricia Dominguez Castro, Carol Lines   +8 more
wiley   +1 more source

Encore la neuroéducation !

, 2014
A: Bonjour Monsieur, P : Bonjour, A : En ce qui concerne mon sujet de mémoire, pendant la semaine précédente, j’y ai beaucoup pensé et j’ai trouvé quelques sujets qui m’intéressent. Comme l’enseignement des modes personnels aux persanophones, parce qu’en
sara senobari
core   +1 more source

The Neuroaesthetics of Art and Design Education

International Journal of Art &Design Education, Volume 43, Issue 4, Page 547-560, November 2024.
Abstract Teaching is increasingly defined through the syntax of cognitive science, by retrieval practice, spaced learning, and interleaving, generating a computational rhythm for learning as a system of inputs and outputs that builds up an individual's memory over time.
Carol Wild
wiley   +1 more source

Me, My Brain, and I: A Framework for Neuroscience Curriculum Fostering Research‐Practice Partnership Between Scientists and Educators

Mind, Brain, and Education, Volume 18, Issue 4, Page 449-460, November 2024.
Abstract Students' school requirements and learning activities engage many different cognitive processes, including language processing, memory, learning, attention, reasoning, decision‐making, and social interaction. However, students rarely learn about these cognitive processes, or the brain mechanisms underlying them and therefore lack the critical ...
Adi Korisky, Ido Davidesco, Ofek Ben‐Abu, Orel Levy, Klil Abrahami, Orly Geri, Elana Zion Golumbic   +6 more
wiley   +1 more source

Impact of Problem‐Based Learning Coaching and Neuroeducation in the Development of 21st Century Lifelong Learners

Mind, Brain, and Education, Volume 18, Issue 1, Page 35-42, February 2024.
Abstract Over the past century, health knowledge has advanced dramatically, so it is expected that future health professionals will need to learn effectively in the workplace and adapt to novel situations that cannot yet be predicted. Simultaneously, the demographics of university students have changed significantly in regard to age, gender, and ...
Joëlle V. F. Coumans, Stuart Wark
wiley   +1 more source

Enseigner et apprendre à la lumière des neurosciences [PDF]

, 2020
Un livre récent et passionnant intitulé « Activer ses neurones. Pour mieux apprendre et enseigner » fournit sept principes neuroéducatifs basés sur des centaines de recherches en neurosciences.
Houart, Mireille
core