Trends in Neuroscience and Education最新文献

英文中文

In-service teachers’ neuroscience literacy in Hungary: A large-scale cross-sectional study

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-02-02 DOI: 10.1016/j.tine.2025.100249

Tamás Csányi , Katalin Kälbli , Mónika Kaj , Bence Kas , Tamás Berki , Julianna Vig

Background

This is the first study that assesses neuroliteracy, namely the prevalence of neuromyths (NMs) and general knowledge about the brain (GKAB) among Hungarian in-service teachers.

Method

Participants (n = 734) completed an online survey, adapted from a widely used neuroliteracy questionnaire. A scoping review was conducted for international comparison. Associations between prevalence of NMs and predictor factors were analyzed by logistic regression.

Results

The NM error score was 59.7 %, while the correct response score to GKAB was 77.1 %. Compared with other countries, we found the fifth highest level of NM endorsement, but the third most favorable score in GKAB. Acceptance of NMs was significantly associated with reading scientific journals and perceived neuroliteracy.

Conclusion

Hungarian in-service teachers are more likely to believe in neuromyths (especially those related to motor functions) compared with most other countries. Further studies should investigate the impact of the prevalence of motor therapies on the belief in NMs.

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引用次数: 0

Early childhood educators’ use of neuroscience: Knowledge, attitudes, self-efficacy and professional learning

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-01-13 DOI: 10.1016/j.tine.2025.100247

Kate E. Williams , Tanya Burr , Lyra L'Estrange , Kerryann Walsh

Background

Knowledge of early brain development is increasingly important in early childhood education, but no studies have focussed solely on the neuroscience knowledge and attitudes of early childhood educators.

Methods

524 Australian early childhood educators completed a survey measuring their neuroscience knowledge, attitudes, and self-efficacy, sources of knowledge, and perspectives on training needs.

Results

Although educators held relevant understandings, there was widespread belief in ‘neuromyths’. Participants held strong positive attitudes toward neuroscience regardless of their socio-demographic background. Participants who held a Bachelor degree or higher, and those in a leadership position, had higher neuro-literacy and self-efficacy. Less than a quarter reported receiving adequate neuroscience content in their pre-service training.

Conclusion

While there is a policy mandate and positive attitudes toward using neuroscience in early childhood education, the sector is currently hampered by limited pre-service training content, and inadequate in-service professional learning. Further transdisciplinary work is required to address these gaps.

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引用次数: 0

Corrigendum to “When a spoon is not a spoon: Examining the role of executive function in young children's divergent thinking” [Trends in Education and Neuroscience, vol. 25, 2021] “当勺子不是勺子：检查执行功能在幼儿发散思维中的作用”的勘误表[教育和神经科学趋势，第25卷，2021年]。

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2024-12-01 DOI: 10.1016/j.tine.2024.100244

Julie Vaisarova, Stephanie M. Carlson

引用次数: 0

Translating neuroscience research to practice through grassroots professional learning communities 通过基层专业学习社区将神经科学研究转化为实践

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2024-10-28 DOI: 10.1016/j.tine.2024.100243

Scott Justus , Kristin Simmers , Kevin Arnold , Ido Davidesco

The fields of Educational Neuroscience and Mind, Brain, and Education explore how neuroscience and psychology research can be applied to education practice. Prior work in these fields helped to distill and convey various learning strategies to educators, but bidirectional communication between researchers and educators is still very limited. Given the current challenges facing students and educators, such as the student mental health crisis [[1], [2], [3], [4] and educator burnout [5], [6], [7], there is a great need for more inclusive research translation efforts. In this commentary, we are proposing that neuroeducators, be they researchers, educators, and/or other interested parties, partake in grassroots efforts to help translate and advocate for educational neuroscience-informed practices in local school districts. One well known translation structure is the professional learning community (PLC). By offering to join or form a PLC with local schools, neuroeducators can help address urgent educational needs using research-informed guidance and strategies.

教育神经科学和心智、大脑与教育领域探索如何将神经科学和心理学研究应用于教育实践。这些领域之前的工作有助于提炼各种学习策略并传达给教育工作者，但研究人员与教育工作者之间的双向交流仍然非常有限。鉴于当前学生和教育工作者面临的挑战，如学生心理健康危机[[1], [2], [3], [4]和教育工作者职业倦怠[5], [6], [7]，我们非常需要更具包容性的研究成果转化工作。在这篇评论中，我们建议神经教育工作者，无论是研究人员、教育工作者，还是/或其他相关人员，都参与到基层工作中来，帮助当地学区转化和倡导以教育神经科学为基础的实践。专业学习社区（PLC）就是一种众所周知的转化结构。通过主动加入或与当地学校共同组建专业学习社区，神经教育工作者可以利用以研究为基础的指导和策略来帮助解决迫切的教育需求。

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引用次数: 0

Dimensional versus categorical approach: A comparative study of mathematical cognition 维度方法与分类方法：数学认知比较研究

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2024-10-28 DOI: 10.1016/j.tine.2024.100245

Ankit Mishra, Azizuddin Khan

Background

Researchers have employed two distinct methods to understand the cognitive underpinnings of mathematical ability: categorical and dimensional. These two methods have different underlying assumptions. However, to the best of our knowledge, research to date has not empirically tested which method can better predict variance in mathematical ability.

Method

104 children from Indian public schools in the 3rd and 4th grades completed a mathematical ability test. For the categorical approach, participants were categorized into two groups: mathematical learning difficulty and high math achieving. For the dimensional approach, the data of all participants were considered. The cognitive abilities measured included approximate number system, working memory, inhibitory control, and spatial ability.

Results

Mixed factorial ANOVA and hierarchical regressions revealed that the dimensional approach demonstrated better predictive power for mathematical ability than the categorical approach.

Conclusions

The dimensional approach offers a more comprehensive insight into mathematical cognition, enabling greater control over the predictors.

背景研究人员采用了两种不同的方法来了解数学能力的认知基础：分类法和维度法。这两种方法有不同的基本假设。然而，据我们所知，迄今为止的研究还没有对哪种方法能更好地预测数学能力的差异进行过实证测试。方法来自印度公立学校的 104 名三、四年级学生完成了数学能力测试。在分类法中，被试被分为两组：数学学习困难组和数学成绩优秀组。在维度方法中，所有参与者的数据都被考虑在内。测量的认知能力包括近似数系统、工作记忆、抑制控制和空间能力。结果混合因子方差分析和分层回归显示，维度方法对数学能力的预测能力优于分类方法。

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引用次数: 0

Combining cognitive and affective factors related to mathematical achievement in 4th graders: A psychological network analysis study 结合与四年级学生数学成绩相关的认知和情感因素：心理网络分析研究

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2024-10-05 DOI: 10.1016/j.tine.2024.100241

Anne H. van Hoogmoed, Paul Adriaanse, Myrthe Vermeiden, Rianne Weggemans

Background

Development of mathematics is a complex and multidimensional process with many different interacting predictors. This study examined the relations between math achievement and related demographic, domain-general and domain-specific cognitive, and affective variables by using a network approach.

Methods

Data were gathered from 201 Dutch fourth grade children. A psychological network analysis was used to examine how cognitive variables (i.e. symbolic comparison, non-symbolic comparison, ordering, shifting, inhibition, verbal and visuospatial updating, fluid reasoning), affective variables (i.e. math anxiety and math self-concept), and demographic variables (i.e. SES, age, and gender) are interrelated with arithmetic fluency and mathematical achievement.

Results

The network showed three subclusters, with domain-specific cognitive and affective factors relating to arithmetic fluency and math achievement. Domain-general and demographic factors were not related to math achievement.

Conclusion

Network analysis can enhance our understanding of factors relating to mathematical achievement in children, potentially leading to more personalized approaches to math interventions.

背景数学的发展是一个复杂而多维的过程，有许多不同的相互作用的预测因素。本研究采用网络方法研究了数学成绩与相关人口统计学变量、一般领域变量和特定领域认知变量以及情感变量之间的关系。采用心理网络分析法来研究认知变量（即符号比较、非符号比较、排序、转移、抑制、言语和视觉空间更新、流体推理）、情感变量（即数学焦虑和数学自我概念）和人口统计学变量（即社会经济地位、年龄和性别）之间的关系。结果该网络显示出三个子群，其中特定领域的认知和情感因素与算术流利性和数学成绩有关。结论网络分析可以加深我们对儿童数学成绩相关因素的理解，从而有可能开发出更加个性化的数学干预方法。

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引用次数: 0

Neurobiological stress markers in educational research: A systematic review of physiological insights in health science education 教育研究中的神经生物学压力标记：系统回顾健康科学教育中的生理学见解

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2024-09-24 DOI: 10.1016/j.tine.2024.100242

Morris Gellisch , Martin Bablok , Beate Brand-Saberi , Thorsten Schäfer

Background

Traditional self-reported measures in health science education often overlook the physiological processes underlying cognitive and emotional responses.

Purpose

This review aims to analyze the frequency, sensitivity, and utility of physiological markers in understanding cognitive and emotional dynamics in learning environments.

Methods

A systematic PubMed search identified 156 records, with 13 studies meeting inclusion criteria. Markers analyzed included heart rate (HR), heart rate variability (HRV), cortisol, alpha-amylase, testosterone, s-IgA, blood pressure, oxygen saturation, and respiratory rate.

Main Findings

HR and HRV were sensitive to educational stressors. Cortisol and alpha-amylase showed mixed results, while testosterone and s-IgA showed limited utility in directly assessing stress responses. No consistent link was found between any marker and immediate learning success.

Conclusion

Physiological markers in learning environments can offer valuable insights into emotional and cognitive dynamics but should not be misconstrued as direct indicators of learning outcomes.

背景健康科学教育中传统的自我报告测量往往忽略了认知和情绪反应背后的生理过程。目的本综述旨在分析生理指标在了解学习环境中认知和情绪动态方面的频率、敏感性和实用性。分析的指标包括心率（HR）、心率变异性（HRV）、皮质醇、α-淀粉酶、睾酮、s-IgA、血压、血氧饱和度和呼吸频率。皮质醇和α-淀粉酶的结果参差不齐，而睾酮和s-IgA在直接评估压力反应方面的作用有限。结论学习环境中的生理指标可以为了解情绪和认知动态提供有价值的信息，但不应被误解为学习效果的直接指标。

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引用次数: 0

Applying the science of learning to teacher professional development and back again: Lessons from 3 country contexts 将 "学习科学 "应用于教师的专业发展，再应用于教师的专业发展：三个国家的经验教训

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2024-09-01 DOI: 10.1016/j.tine.2024.100225

Background

Evidence from the science of learning suggests that playful learning pedagogical approaches exist along a spectrum and can support student learning. Leveraging active engagement, iterative, socially interactive, meaningful, and joyful interactions with content also supports student learning. Translating these concepts into guidance and support for teachers is lacking.

Method

We introduce a tool designed to support teachers in implementing across the facilitation spectrum and leverage the characteristics that help children learn. Across three international contexts, we engaged with 1207 teachers and the tool was used 4911 times.

Results

Student age, the intended learning goal, and context influenced teachers’ use of the tool, suggesting that contextualization is critical, even when basing programs on evidence-based, universal principles given by the science of learning.

Conclusion

Science of learning research must be effectively translated but we must use evidence from teachers and real-life classrooms to inform those studying the science of learning.

背景来自学习科学的证据表明，游戏性学习教学法存在着一定的范围，可以支持学生的学习。利用主动参与、迭代、社交互动、有意义和快乐的内容互动也能支持学生的学习。我们介绍了一种工具，旨在支持教师实施各种促进方法，并利用有助于儿童学习的特点。结果学生年龄、预期学习目标和情境影响了教师对该工具的使用，这表明，即使在根据学习科学给出的基于证据的普遍原则制定计划时，情境化也是至关重要的。

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引用次数: 0

Mirror invariance in the subsequent acquisition of a script with separate forms for reading and writing 读写分离的文字在后续学习中的镜像不变性

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2024-09-01 DOI: 10.1016/j.tine.2024.100233

Nancy Krasa , Jike Qin , Ziv Bell

Purpose

Does suppression of mirror-invariance in one script generalize to a subsequently learned script?

Method

We examined mirror invariance in writing and recognition among native Latin-scriptal children and adults (n = 181) learning the Hebrew print script (for reading), and among a subset (n = 92) also learning the Hebrew cursive script (for writing). Hebrew-Latin biscriptal Israeli adults (n = 17) provided comparison.

Results

For the most part, mirror invariance was more evident in Hebrew print than in Latin in both writing and recognition among native Latin-scriptals. The number of previously acquired scripts had no effect. Letters’ text-frequency inversely affected written mirror-error frequency. Written reversal errors were less frequent in cursive; orientation recognition was more fluent in print.

Conclusions

Mirror-invariance suppression in one's native script does not generalize to a subsequently acquired script. Factors affecting mirror-invariance suppression in the subsequent script include its form and function and individual letters’ text-frequency.

方法我们研究了学习希伯来印刷体（用于阅读）的母语为拉丁文的儿童和成人（n = 181）以及同时学习希伯来草书（用于书写）的子集（n = 92）在书写和识别方面的镜像不变性。结果在大多数情况下，母语为拉丁文的人在书写和识别时，希伯来印刷体的镜像不变性比拉丁文更明显。以前学过的文字数量没有影响。字母的文字频率与书面镜像错误频率成反比。草书的书写反转错误频率较低；印刷体的方位识别更为流畅。影响后继文字中镜像方差抑制的因素包括文字的形式和功能以及单个字母的文字频率。

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引用次数: 0

Executive functions as predictors of learning prerequisites in preschool: A longitudinal study 作为学前学习先决条件预测因素的执行功能：纵向研究

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2024-08-10 DOI: 10.1016/j.tine.2024.100239

Costanza Ruffini , Marta Berni , Giulia Pierucci , Chiara Pecini

Introduction

This study focuses on 'learning prerequisites', cognitive and non-cognitive skills crucial for school success, often measured in preschoolers. Executive Functions (EF), like inhibition and cognitive flexibility, are vital among these prerequisites. While EF's role in early literacy and numeracy is acknowledged, some components are often overlooked.

Objective

The study aims to longitudinally explore the link between EF, assessed at the beginning of the preschool year and the learning prerequites, measured at the end of the same preschool year.

Method and Results

Evaluating 70 preschoolers (62.30 months, SD 4.55), results showed that certain EF measures predicted performance in literacy and numeracy tasks. Specifically, response inhibition predicted rhyme and syllable recognition, series completion, and cognitive flexibility predicted rhyme recognition. Moreover, EF, particularly response inhibition, correlated with overall metaphonology and pre-math abilities.

Conclusion

The findings suggest the importance of integrating EF enhancement in early educational interventions, aiding in selecting and optimizing EF skills crucial for later academic success.

引言本研究侧重于 "学习先决条件"，即对学业成功至关重要的认知和非认知技能，通常在学龄前儿童中进行测量。在这些先决条件中，执行功能（EF），如抑制和认知灵活性，至关重要。本研究旨在纵向探讨学龄前期初评估的执行功能与学龄前期末测量的学习先决条件之间的联系。方法与结果对 70 名学龄前儿童（62.30 个月，标准差 4.55）进行了评估，结果显示某些执行功能测量指标可预测识字和算术任务的表现。具体来说，反应抑制可预测儿歌和音节的识别，系列完成和认知灵活性可预测儿歌的识别。结论：研究结果表明，在早期教育干预中整合增强幼儿的情感、态度和价值观非常重要，有助于选择和优化对日后学业成功至关重要的幼儿情感、态度和价值观技能。

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