#EduReads - Open Call
You've come across something worth reading 📚 👍 and the community of educational researchers should know about it?
You're welcome to send your literature recommendation and a short "why" 🙂 to the Education Research Portal: https://www.fachportal-paedagogik.de/en/forschungsinformation/eduresearch-social.html
We'd like to make a toot of it. Maybe once a month? Feel free to spread the word.
#ResearchLiterature
#Literature #EducationalResearch #EducationalScience
#EduReads - Open Call
Ihr habt etwas Lesenswertes 📚 👍 entdeckt, von dem die Community der #Erziehungswissenschaft, #Bildungsforschung und #Fachdidaktik erfahren sollte? Mailt euren #Literaturtipp und ein kurzes "Warum es sich lohnt" 🙂 an das Fachportal Pädagogik! Mehr Infos gibt's unter: https://www.fachportal-paedagogik.de/forschungsinformation/eduresearch-social.html
Wir machen einen Tröt daraus. Am liebsten jeden Monat. Gerne weitersagen.
Georg Krammer: „Schüler:innen lernen *nicht* besser, wenn ihr #Lerntyp berücksichtigt wird. Kurzzeitige Koordinationsübungen verbessern *keine* Integration der Gehirnhälften.
Glaubt man das Gegenteil, glaubt man an #Neuromythen.
Diese sind weltweit stark verbreitet unter Lehrer:innen. Die Ausbildung sollte daher gezielt Neuromythen auflösen, besonders jene, deren Umsetzung zu schädlichen #Schulpraktiken führen kann."
Transferring neuroscientific insights into education has created misconceptions of the human brain, i. e. neuromyths. Studies suggest that neuromyths are widely spread among teachers world-wide. However, it is unclear whether neuromyths already exist at the beginning of teacher education and whether they have a similar prevalence in Austria compared to other countries. The aim of the present study is to address these questions. In addition, this study aims to scrutinize the relationship between knowledge about the human brain and believing in neuromyths. 582 Austrian teacher education students responded to 40 statements of the human brain. Of these 40 statements, 20 were neuromyths and 20 were correct statements about the brain, i. e. neurofacts. Results showed that some neuromyths have a high prevalence already at the beginning of teacher education. Similar to previous findings in other countries, the most widely believed neuromyths were related to learning styles and to a disjoint functioning of the brain hemispheres. Furthermore, neuromyths did not form a unidimensional factor, as assumed—but not tested—by prior studies. Finally, results suggest that the knowledge about the human brain was not related to believing in neuromyths. To summarize, neuromyths are already prevalent at the beginning of teacher education. Teacher education should therefore take care to dispel these neuromyths by addressing neuromyths directly instead of only fostering general knowledge about the human brain. This holds particularly true for those neuromyths that could be potentially harmful when implemented in educational practices.
The study aimed to explore bullying disclosures to teachers from the victims’ point of view, with a special focus on the influence of direct and indir…
Fachportal Pädagogik