Educational neuromyths and instructional practices: The case of inclusive education teachers in Hong Kong.
Trends Neurosci Educ
; 34: 100221, 2024 03.
Article
em En
| MEDLINE
| ID: mdl-38499408
ABSTRACT
BACKGROUND:
Educational neuromyths are known to exist amongst teachers in Western countries, and some researchers argue that neuromyths may affect classroom teaching.METHOD:
An online survey was designed and distributed to sixty-four Hong Kong inclusive education teachers. Descriptive statistics, Pearson's correlation, Hierarchical Multiple Regression, and Thematic analysis were used to analyzed the collected data.RESULTS:
First, there is a relatively low prevalence of neuromyths among Hong Kong teachers. Second, neuromyths were not significantly correlated with inclusive teachers' instructional practices. Third, teachers' general knowledge of the brain was significantly correlated with neuromyths and is a significant predictor of neuromyths. Fourth, the work-related stress of teachers was the main barrier to learning about neuroscience and adopting evidence-based practices in classroom teaching in Hong Kong.CONCLUSION:
Our findings raise awareness of environmental and cultural factors that need to be considered and might affect the prevalence of neuromyths studies in non-WEIRD contexts.Palavras-chave
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Pessoal de Educação
/
Aprendizagem
Limite:
Humans
País/Região como assunto:
Asia
Idioma:
En
Revista:
Trends Neurosci Educ
Ano de publicação:
2024
Tipo de documento:
Article
País de publicação:
Alemanha