The Self-Determination Theory of motivation (SDT) has significantly guided educational policy and research. It maintains that learning succeeds when brought about by autonomous rather than controlled motivation, and that extrinsic reward motivation cannot engender effective learning. We present an alternative approach, rooted in recent insights from the neurobiology of memory. In exploring environments to reap rewards, people pursue interrogative goals, accompanied by dopamine-based hippocampus activation, leading to the formation of rich relational memories. In contrast, seeking to avoid punishment or loss involves imperative goals, with amygdala activation driving the perirhinal cortex to form disjoint item memories. We suggest that structuring learning and evaluation to diminish failure and increase repeated opportunities for successful performance, as in gamification, may engender effective learning incorporating broad perspectives and rich associations. This may occur even in the absence of intrinsic motivation to master a particular subject. Employing this insight in instructional design may benefit many educational frameworks. Motivation is the main catalyst for human goals, behavior, and actions (Brooks, 2009; Buelens, Sinding, & Waldstrøm, 2010). Understanding the underlying factors of motivation is crucial to a better understanding of
The article presents the results of research conducted among Polish teachers. Their aim was to check the prevalence of neuromyths in schools and kindergartens, and to identify predictors of both belief in neuromyths and the level of knowledge about the structure and functioning of the brain. The obtained results partially confirmed the reports from international studies. Neuromyths turned out to be very popular among Polish teachers, even despite the high level of basic knowledge in the field of neurobiology. The research also revealed a number of factors that determine the level of the above-mentioned knowledge. The influence of age, gender, seniority, workplace, interest in training in neuroeducation, earlier access to knowledge in the field of neurobiology or the use of neuromyths-based work methods in educational practice has not been confirmed.
Scientific literacy is required in making well-established and informed decisions in various areas of life. In the field of education, decisions are sometimes made based on misunderstandings or misinterpretations of neuroscience, or by their common name: “neuromyths”. Neuromyths in the field of education may encourage ineffective education policies and teaching methods that might affect learning outcomes. This study seeks to examine the neuromyths that teachers in Israel believe to be a scientific fact. The findings suggest an urgent need to address the problems of neuromyths in teacher’s education in Israel, as they mislead educational learning-teaching processes, misdirect valuable resources and lead to the mislabeling of students. This study is unique as it suggests the importance of providing teachers with the basic knowledge of neuroscientific understanding in education.
This study examined the role and dynamics of trust among LGBTQ+ advocates and representatives of faith-based institutions involved in the NCAA Common Ground leadership team. All but one leader was interviewed. Overall, this study included 14 semi-structured interviews that were coded and analyzed using a constant comparative method. In addition to trust-building approaches commonly encountered in trust-related literatures, findings included (a) insights on the value of overcoming adversity in the trust building process, (b) recognition of commonalities in experiences of diverse groups, (c) functions of both deep and shallow love in trust development, and (d) challenges of differing aspirations both among dialogue participants and across institutions of higher education.
This research describes the contribution of the Utopia Now Program to the Future Time Perspective (FTP) and Episodic Future Thinking (EFT) of students from Israel and Austria. The research was carried out with triangulation of the research instruments in the qualitative approach. The research findings indicate that the program contributed to the development and depth of FTP and EFT on the personal level but was not expressed on the broader and global level.
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