Results 61 to 70 of about 759 (135)

Using Neuromyths to Explore Educator Cognition: A Mouse-Tracking Paradigm

, 2020
Current theories of knowledge acquisition suggest that new information does not supplant old information, even when new information repairs errors. New information may suppress old information, particularly for overlearned, explicit responses, creating ...
Tracy Arner, Jennifer M. Roche, Grace Murray, Bradley Morris   +3 more
core   +3 more sources

Common psychological conceptions of the learning process and neuromyths among students of pedagogical universities, teachers and educational psychologists

Психологическая наука и образование
Subject of the study. Common psychological conceptions of the learning process, including neuromyths, among students of Pedagogical Universities, teachers and educational psychologists. Objective. Comparison of common psychological conceptions
A.A. Margolis, A.A. Shvedovskaya, A.A. Adaskina, A.N. Semiletova, Т.V. Ermolova, V.V. Ponomareva, A.S. Radchikov, M.G. Sorokova   +7 more
doaj   +1 more source

Evaluating What Works in the Classroom: Best Practice and Future Opportunities

Mind, Brain, and Education, Volume 18, Issue 4, Page 474-484, November 2024.
ABSTRACT Despite a high level of interest and investment in “gold standard” evaluations of interventions in education, the gap between teaching practice and the latest research on learning appears wider than ever; likewise, persistent attainment gaps between certain groups remain.
Astrid E. J. Bowen, Lucy R. J. Palmer, Roisin C. Perry, Michael S. C. Thomas, Andrew Tolmie, Grégoire Borst, Jo Van Herwegen   +6 more
wiley   +1 more source

Overcoming educational neuromyths - Dataset

Data associated with the article 'Overcoming educational neuromyths'
Emmanuel Sander, Yves Gerber
core   +1 more source

Dispelling Educational Neuromyths: A Review of In‐Service Teacher Professional Development Interventions

Mind, Brain, and Education, Volume 18, Issue 3, Page 270-287, August 2024.
ABSTRACT Despite considerable progress made in educational neuroscience, neuromyths persist in the teaching profession, hampering translational endeavors. The initial wave of interventions designed to dispel educational neuromyths was predominantly directed at preservice teachers.
Luc Rousseau
wiley   +1 more source

Neuromyths and instructional illusions in higher arts education: initial development of the Teaching and Learning Misconceptions Questionnaire

Frontiers in Education
BackgroundThe persistence of neuromyths among educators remains a significant concern worldwide. Although recent research has begun to expand toward other forms of misconceptions, including those related to instructional design, evidence from regional ...
Erick Estrada, Jimmy Zambrano R
doaj   +1 more source

Neuromyths about dyscalculia and dyslexia among educators in the UK

British Journal of Special Education, Volume 51, Issue 2, Page 233-242, June 2024.
Abstract Dyslexia and dyscalculia are two examples of high‐incidence specific learning difficulties (SpLDs) that have similar prevalence and can often co‐occur. It is currently unclear how familiar educators in the UK are with dyscalculia and how this compares to dyslexia and what, if any, neuromyths educators might endorse.
J. Van Herwegen, L. A. Outhwaite, E. Herbert   +2 more
wiley   +1 more source

Involving Young Learners in Mind, Brain and Education Research

Mind, Brain, and Education, Volume 18, Issue 2, Page 153-158, May 2024.
ABSTRACT For two decades, the field of Mind, Brain and Education (MBE) has shed light on learning mechanisms. However, the direct involvement of young learners in the design and creation of research projects, while steadily emerging, is still rare. More researchers are beginning to see the benefits of co‐construction of not only research questions but ...
Jessica Massonnié, Tracey Tokuhama‐Espinosa, Liory Fern‐Pollak   +2 more
wiley   +1 more source

Navigating Neuromyths: Improving Neuroscientific Communication [PDF]

Fact or fiction? We only use 10 percent of our brains. Individuals are either “left-brained” or “right-brained”. Regular consumption of caffeinated beverages reduces alertness.
Yanamandra, Srihitha, Ranganath, Maya V., West, Brenna, Gokhale, Sanika, Lader|, Wolf, Madison, Montgomery, Caroline   +6 more
core   +1 more source

Teacher Beliefs in Sex-Specific Neuromyths and Gender-Specific Instructional Strategies: Prevalence, Predictors, and Implications [PDF]

, 2020
Neuromyths are misconceptions or overgeneralizations about brain research and its relevance to education. A number of recent studies have demonstrated that teachers endorse neuromyths at high rates, but none have examined neuromyths related to sex ...
Schwallier, Marriah
core   +1 more source