Primary and Secondary School Teachers’ Knowledge and Misconceptions about the Brain in Turkey

Karakus, Ozge; Howard-Jones, Paul; Jay, Tim

doi:10.1016/j.sbspro.2015.01.858

Cited by 63 publications

(84 citation statements)

References 20 publications

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“…The item “We mostly only use 10% of our brains” was deemed true by a majority of participants, aligning preservice teachers in Turkey with the findings of earlier studies elsewhere (Dekker et al, ; Geake, ; Howard‐Jones et al, ; Karakus et al, ; Pasquinelli, ). This neuromyth is thought to result from ideas about the unused potential of the human mind (unproven parapsychological arguments) or from neuroanatomical evidence related to glia–neuron ratios or white matter–gray matter ratios (Della Sala, ; Lilienfeld et al, ).…”

Section: Discussionsupporting

confidence: 78%

“…In line with the findings of Karakus et al (), about 70% of study participants were found to subscribe to the neuromyth “There are no critical periods in childhood after which you cannot learn some things, just sensitive periods when it's easier.” Neuroscience research shows that there are periods for the learning process that are sensitive rather than critical, during which learning can be efficiently achieved.…”

Section: Discussionmentioning

confidence: 99%

“…The study used a neuromyth data collection form comprising 59 challenging statements related to neuromyths, based on issues identified in the literature review (e.g., Dekker et al, 2012;Herculano-Houzel, 2002;Howard-Jones et al, 2009;Karakus, Howard-Jones, & Jay, 2015) (see Table 2). The original form comprised 75 assertions, reduced to 59 on the basis of expert reviews and a pilot study.…”

Section: Data Collectionmentioning

confidence: 99%

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Misconceptions Regarding the Brain: The Neuromyths of Preservice Teachers

Dündar

Gündüz

2016

Mind Brain and Education

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Understanding preservice teachers' misconceptions regarding the brain and neuroscience (neuromyths) can provide information that helps teachers to apply neuroscience knowledge in an educational context. The objective of this study was to investigate these misconceptions. Following preliminary research, a questionnaire comprising 59 challenging assertions in two categories (education and neuromyths) was developed as a data collection tool. The findings identify preservice teachers' neuromyths, which were found to vary by teaching area.

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Section: Discussionsupporting

confidence: 78%

Section: Discussionmentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

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Misconceptions Regarding the Brain: The Neuromyths of Preservice Teachers

Dündar

Gündüz

2016

Mind Brain and Education

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“…There is a growing body of literature documenting the neuromyths found commonly and widely among in‐service teachers with studies in the United Kingdom and Netherlands (Dekker, Lee, Howard‐Jones, & Jolles, ), East China (Pei, Howard‐Jones, Zhang, Liu, & Jin, ), Greece (Deligiannidi & Howard‐Jones, 2015), Turkey (Karakus, Howard‐Jones, & Jay, ), Latin America (Gleichgerrcht, Lira Luttges, Salvarezza, & Campos, ; Spain (Ferrero, Garaizar, & Vadillo, , Canada (Sarrasin, Riopel, & Masson, ), Switzerland (Tardif et al, ), the United States (MacDonald et al, ), and South Korea (Im, Cho, Dubinsky, & Varma, ). The most prevalent neuromyths have been remarkably consistent across countries, with widespread beliefs that teaching should be tailored according to a pupil ' s learning style and that cerebral hemispheric dominance explains differences between learners.…”

Section: Teachers' Beliefs In Neuromythsmentioning

confidence: 99%

The Impact of a Modified Initial Teacher Education on Challenging Trainees' Understanding of Neuromyths

McMahon

Yeh

Etchells

2019

Mind Brain and Education

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Initial teacher education (ITE) offers an underutilized opportunity for bridging the gap between neuroscience research and educational practice. This article reports on innovations embedded within an ITE program to support trainee teachers to recognize and challenge the persistence of neuromyths. Education researchers, neuroscientists, and psychologists collaboratively applied design‐based research to create, improve, and reflect on original neuroeducational teaching/learning resources for university‐based primary (elementary) ITE trainees. Encouragingly, pre and postsurveys showed reductions in trainees' beliefs in neuromyths and a shift to responses showing uncertainty that suggested their beliefs became unsettled. The most persistent neuromyths were those regarding fish oils, left brain/right brain, and learning styles/visual, auditory, or kinaesthetic (VAK). Trainees retained their initial interest in knowledge about the brain and education, gained confidence, and became more critical about applying the learning sciences in educational contexts.

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“…Howard-Jones found that teachers were quite susceptible to neuromyths, including the idea that humans only use 10 percent of their brains and that children are less attentive after consuming sugary snacks. Karakus, Howard-Jones and Jay (2014) analyses revealed that teachers held many misconceptions about concepts related to brain that have been observed elsewhere in Europe. On the other hand the comparison between Turkey, UK and Netherlands revealed some interesting differences.…”

Section: Introductionmentioning

confidence: 99%

Assessment of Educational Neuromyths among Teachers and Teacher Candidates

Canbulat¹,

Kiriktaş²

2017

JEL

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The aim of study is to determine the neuromyth level of teachers and pre-teachers and reveal if there is significant difference in terms of some variables (gender, class, etc.). Research was designed in survey model. The research sample was formed with 241 teachers and 511 teacher candidates. In the collection of data, "Educational neuromyhts test" that has 31 questions with options "right, wrong, I have no idea" that was created by the authors by applying reliability studies. Score that can be taken from measuring tool are in the range of 0-31. According to the findings; while teachers are having an average score of "18,87", teacher candidates received an average score of "16,70". According to this result, teacher and teacher candidates have misplaced half of the questions of neurometry. While comparing the scores of teachers and teacher candidates, a significant difference in favor of the teachers (p=.000) were found. The results of the research are expected to led to a debate on "brain and learning" issues.

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Primary and Secondary School Teachers’ Knowledge and Misconceptions about the Brain in Turkey

Cited by 63 publications

References 20 publications

Misconceptions Regarding the Brain: The Neuromyths of Preservice Teachers

Misconceptions Regarding the Brain: The Neuromyths of Preservice Teachers

The Impact of a Modified Initial Teacher Education on Challenging Trainees' Understanding of Neuromyths

Assessment of Educational Neuromyths among Teachers and Teacher Candidates

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