ERIC Number: EJ1437421
Record Type: Journal
Publication Date: 2024-Aug
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1751-2271
EISSN: EISSN-1751-228X
Dispelling Educational Neuromyths: A Review of In-Service Teacher Professional Development Interventions
Mind, Brain, and Education, v18 n3 p270-287 2024
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. More recent work in the field, reviewed here, has shifted its focus primarily to in-service teacher professional development interventions. We discuss various interventional approaches, including refutation texts embedded into a brief training in foundational neuroscience, personalized refutation texts, insightful reflections upon science of learning key concepts (e.g., brain plasticity), and immersive experiences within research groups, highlighting their strengths and limitations. The evolving nature of scientific knowledge, the imperative to respect educators' personal and professional sensitivities, as well as challenges posed by conceptual change, are also addressed. This narrative review underscores the need to bring neuromyth investigations into the classroom environment.
Descriptors: Misconceptions, Neurosciences, Brain, Inservice Teacher Education, Faculty Development, Intervention, Persuasive Discourse, Scientific Concepts, Concept Formation, Attitude Change
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A