Promising principles: Translating the science of learning to educational practice.

Daniel, David B.

doi:10.1016/j.jarmac.2012.10.004

Cited by 49 publications

(56 citation statements)

References 13 publications

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“…They imply the need to find proper translational efforts that can build bridges between neuroscientific research and the pedagogical practice. In many cases, these neuromyths are the result of the lack of translational efforts (Daniel, ) or of inadequate translational efforts (Daniel & Poole, ). Therefore, the need for translation that (1) is accessible to teachers and (2) does not lose any of the meaning of the original research it synthesizes is highlighted.…”

Section: Discussionmentioning

confidence: 99%

Educational Neuromyths Among Teachers in Latin America

Gleichgerrcht

Luttges

Salvarezza³

et al. 2015

Mind Brain and Education

100

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Neuroscientific knowledge has undeniably gained interest among educators worldwide. However, not all "brain facts" believed by teachers are supported by science. This study sought to evaluate the belief in these so-called neuromyths among 3,451 Latin American teachers. We found that, consistent with prior research among teachers in other geographic areas, teachers in Latin America hold major misconceptions about neuroscience, especially as it relates to factual information about its structure and functioning. Differences across South American nations were observed with moderate and slight effect sizes for general knowledge of the brain and neuromyths, respectively. Teachers working in higher education had slightly superior performance. Teachers at all levels who reported knowing more about the brain, however, were more likely to believe invalid assertions known as neuromyths. These results shed light on trends in the field of education, hoping to encourage the development of strategies aimed at correcting the use of science as it relates to education. The implications regarding teaching practice, policy, and teacher training are discussed.For the past two decades, we have witnessed an ever-growing interest in neuroscience and knowledge about the brain, both in and outside the laboratory. Education has not been an exception to this phenomenon, and after centuries of parallel work between (neuro)scientists and educators, we now recognize the need for them to converge in an attempt to design better, more efficient teaching and learning

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Section: Discussionmentioning

confidence: 99%

Educational Neuromyths Among Teachers in Latin America

Gleichgerrcht

Luttges

Salvarezza³

et al. 2015

Mind Brain and Education

100

View full text Add to dashboard Cite

show abstract

“…In many cases, these neuromyths are the outcomes of translation mistakes or sufficient translation attempts (Daniel, 2012). Therefore, the need for acceptable translation and for the original article not losing its meaning, has come to the forefront (Gleichgerrcht et al, 2015).…”

Section: Discussionmentioning

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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“…The term "translation" has different meanings for different people. Daniel (2012) explains translational research as a series of steps from exploration in a laboratory setting to dissemination and continued refinement of a promising practice. Others, however, understand translation to refer specifically to design and dissemination of interventions appropriate for use by instructors.…”

Section: Potential Barriers To Using Implementation Sciencementioning

confidence: 99%

Adapting Implementation Science for Higher Education Research: The Systematic Study of Implementing Evidence-based Practices in College Classrooms

Soicher¹,

Becker‐Blease²,

Bostwick³

2019

Preprint

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Finding better ways to implement effective teaching and learning strategies in higher education is urgently needed to increase retention rates, to increase measurable learning, and to close achievement gaps between historically disadvantaged and advantaged groups. Psychologists contribute to the science and art of teaching and learning in higher education under many flags, including cognitive psychology, science of learning, educational psychology, scholarship of teaching and learning in psychology, discipline-based educational research in psychology, design-based implementation research, and learning sciences. Productive, rigorous collaboration among researchers and instructors helps. However, translational and practice-based research alone have not closed the translation gap between the research lab and the college classroom. Fortunately, we can draw on the insights of decades of research on the analogous science-to-practice gap in medicine and public health. Health researchers now add to their toolbox of translational and practice-based research, the systematic study of the process of implementation in real work settings directly. In this article, we define implementation science for cognitive psychologists as well as educational psychologists, learning scientists, and others with an interest in use-inspired basic cognitive research, propose a novel model incorporating implementation science for translating cognitive science to classroom practice in higher education, and provide concrete recommendations for how use-inspired basic cognitive science researchers can better understand those factors that affect the uptake of their work with implementation science.

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Promising principles: Translating the science of learning to educational practice.

Cited by 49 publications

References 13 publications

Educational Neuromyths Among Teachers in Latin America

Educational Neuromyths Among Teachers in Latin America

Assessment of Educational Neuromyths among Teachers and Teacher Candidates

Adapting Implementation Science for Higher Education Research: The Systematic Study of Implementing Evidence-based Practices in College Classrooms

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