Trends in Neuroscience and Education最新文献

Neuroscience beliefs in education among teachers in Argentina and other Latin American countries: predictors and comparisons to experts’ perspectives 阿根廷和其他拉丁美洲国家教师对教育的神经科学信念：与专家观点的预测和比较

IF 3 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2026-03-01 Epub Date: 2026-01-30 DOI: 10.1016/j.tine.2026.100279

Marta Cerezo García , Anna Carballo-Márquez , Paul B. Perrin , Bryan R. Christ , Laiene Olabarrieta-Landa , Cristian Y. Logatt Grabner , Juan Carlos Arango-Lasprilla , Esperanza Vergara-Moragues

Background

Neuroscientific advances applied to education are often susceptible to misinterpretation by teaching professionals. However, the accuracy of neuromyths can change as neuroscientific research advances. The goals of this study were to identify teachers’ beliefs about brain functioning, as well as to examine predictors of scientifically unsupported beliefs and to examine the degree of alignment between teachers’ responses and experts’ perspectives.

Method

After a review of the literature, the 58-item Neurobeliefs in Education Questionnaire (NEQ) was created and administered to nine neuroeducation experts and 1,139 teachers from Argentina and other Latin American countries (86.1% women).

Results

Teachers demonstrated high variability in their beliefs about brain functioning, with only 16% of items showing strong agreement among them and 43% showing strong disagreement. In contrast, neuroeducation experts showed greater internal consensus, especially on items supported by strong scientific evidence. When comparing the two groups, 60% of items revealed disagreement, with over a third showing large discrepancies driven by higher teacher endorsement of well-established neuromyths. A regression revealed that preschool teachers and those who had received neuroscience instruction as part of their academic degrees were more likely to endorse neuromyths, while university-level educators and those with neuroscience training outside their degree programs were significantly less likely to do so.

Conclusion

The results support that continuous training in neuroscience and psychology may be a protective factor against endorsement of neuromyths among teachers in Latin America.

将神经科学的进步应用于教育往往容易受到教学专业人员的误解。然而，随着神经科学研究的进展，神经神话的准确性可能会发生变化。本研究的目的是确定教师对大脑功能的信念，以及检查科学上不支持的信念的预测因素，并检查教师的反应与专家观点之间的一致性程度。方法在文献综述的基础上，编制了58项教育神经信念问卷（NEQ），并对来自阿根廷等拉美国家的9名神经教育专家和1139名教师（女性占86.1%）进行了问卷调查。结果教师对大脑功能的看法存在很大差异，只有16%的观点一致，43%的观点不一致。相比之下，神经教育专家表现出更大的内部共识，尤其是在有有力科学证据支持的项目上。当比较两组时，60%的项目显示出分歧，超过三分之一的项目显示出巨大的差异，这是由于教师对公认的神经神话的更高认可。一项回归研究显示，学龄前教师和那些在学位课程中接受过神经科学指导的人更有可能支持神经神话，而大学教育工作者和那些在学位课程之外接受过神经科学培训的人则明显不太可能这样做。结论持续的神经科学和心理学培训可能是拉丁美洲教师不认同神经神话的保护因素。

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引用次数: 0

Among well-being, cognitive, metacognitive and socio-emotional skills, executive functions best explain SES–achievement inequalities 在幸福感、认知、元认知和社会情感技能中，执行功能最能解释ses -成就不平等

IF 3 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2026-03-01 Epub Date: 2026-01-10 DOI: 10.1016/j.tine.2026.100277

Margot Rémeau , Grégoire Borst

Socioeconomic disparities in academic achievement intensify during secondary school, yet the mechanisms driving these inequalities remain debated. This study examined whether transversal factors—executive functions, reasoning ability, metacognition and socio-emotional skills—and the related construct of subjective well-being mediate the association between socioeconomic status (SES) and academic performance. Data were drawn from two large, nationally representative cohorts of French students in Grade 6 (N = 1684) and Grade 8 (N = 1667). Multigroup structural equation modeling revealed that SES predicted academic performance, with gaps widening from Grade 6 to 8. Executive functions consistently emerged as the strongest mediator, accounting for 22% of the total SES–achievement association in Grade 6 and 17% in Grade 8. Reasoning ability also mediated this effect in Grade 6 but not in Grade 8. Metacognition, socio-emotional skills and subjective well-being did not mediate the relation between SES and academic achievement when controlling for all other mediators. Our results indicate that educational inequalities observed in middle school are partly associated with differences in students’ executive functions linked to family SES.

在中学阶段，学业成就方面的社会经济差异加剧，但导致这些不平等的机制仍存在争议。本研究考察了横向因素——执行功能、推理能力、元认知和社会情感技能——以及主观幸福感的相关构念是否介导了社会经济地位（SES）与学业成绩之间的关系。数据来自两组具有全国代表性的法国六年级（N = 1684）和八年级（N = 1667）学生。多组结构方程模型显示，在6年级到8年级之间，SES对学习成绩的预测差距越来越大。执行功能始终是最强的中介，占六年级ses -成就总关联的22%和八年级的17%。推理能力在六年级也有中介作用，而在八年级没有中介作用。在控制所有其他中介因素的情况下，元认知、社会情感技能和主观幸福感并没有中介社会地位与学业成就之间的关系。我们的研究结果表明，在中学阶段观察到的教育不平等与学生执行功能的差异部分相关，这些差异与家庭经济地位有关。

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引用次数: 0

The emerging submission crisis in behavioral science 行为科学中正在出现的服从危机

IF 3 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2026-03-01 Epub Date: 2026-01-09 DOI: 10.1016/j.tine.2026.100276

Markus Wolfgang Hermann Spitzer

The scientific system currently faces several challenges, such as paper mills, citation manipulation, and discussions about reforming the peer review process. In this opinion paper, I argue that an additional, largely overlooked problem is emerging: a sharp increase in annual manuscript submissions that exceeds editors’ and reviewers’ capacity to evaluate scientific work with sufficient care. Based on personal observations and conversations conducted in 2025, I describe a substantial rise in submissions to individual journals, despite the rapid emergence of new journals. I outline several factors that have accelerated the pace of behavioral science research, including advances in the automation of behavioral science, the growing availability of large real-world datasets, and the widespread adoption of large language models for writing manuscripts. I argue that the current submission crisis is driven primarily by the latter, resulting in a growing number of polished-looking submissions that provide little empirical evidence and place increasing strain on editors and reviewers. I discuss the implications of rising submission volumes for editors, reviewers, and early-career researchers and distinguish between a present submission crisis characterized by superficial contributions and a potential future crisis driven by actually accelerated scientific progress due to the automation of behavioral science. I hope that this opinion paper will spark discussions and research on this topic, eventually providing new solutions, such as the adoption of artificial intelligence tools to support workflows for editors and reviewers.

科学体系目前面临着一些挑战，如造纸厂、引文操纵和关于改革同行评议过程的讨论。在这篇观点论文中，我认为一个额外的，很大程度上被忽视的问题正在出现：每年提交的手稿急剧增加，超出了编辑和审稿人足够谨慎地评估科学工作的能力。根据个人观察和在2025年进行的谈话，我描述了尽管新期刊迅速出现，但提交给单个期刊的论文数量大幅增加。我概述了加速行为科学研究步伐的几个因素，包括行为科学自动化的进步，大型现实世界数据集的日益可用性，以及用于撰写手稿的大型语言模型的广泛采用。我认为当前的提交危机主要是由后者驱动的，导致越来越多的表面光鲜的提交几乎没有提供经验证据，并给编辑和审稿人带来越来越大的压力。我讨论了不断增长的投稿量对编辑、审稿人和早期职业研究人员的影响，并区分了当前以肤浅贡献为特征的投稿危机和由于行为科学自动化而实际加速的科学进步所驱动的潜在未来危机。我希望这篇意见论文能够激发关于这个主题的讨论和研究，最终提供新的解决方案，比如采用人工智能工具来支持编辑和审稿人的工作流程。

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引用次数: 0

Interpersonal synchronization in face-to-face vs. remote education: An EEG and ECG hyperscanning study 面对面与远程教育中的人际同步：脑电图和心电图超扫描研究

IF 3 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2026-03-01 Epub Date: 2026-02-24 DOI: 10.1016/j.tine.2026.100281

Michela Balconi , Katia Rovelli , Giulia Magni , Luana Amadini Genovese , Maurizio Mauri , Elena Sajno , Maria Sansoni , Stefano De Gaspari , Silvia Serino , Daniele Di Lernia , Laura Angioletti , Allegretta Roberta A． , Giuseppe Riva

Background and aims

Interpersonal synchronization is a key component of effective teaching and learning, but little is known about how it differs between face-to-face and remote settings. This study investigates interpersonal synchronization in face-to-face (FTF) versus remote learning (RL) environments through electroencephalography (EEG) and electrocardiography (ECG) hyperscanning.

Methods

Eight groups of 3 students and 1 lecturer (N = 32) engaged in both conditions, consisting of a baseline, a 20-minute lecture, and a 20-minute interactive task. Neural synchronization was assessed using inter-individual Euclidean Distance (EuDist) across five EEG frequency bands (delta, theta, alpha, beta, gamma). Cardiac synchronization was assessed via intersubject correlation of heart rate (ISCHR). Learning outcomes and perception were measured through a series of self-report measures and validated questionnaires.

Results

Results revealed a modest but significant effect of learning condition across all EEG bands, with significantly lower EuDist values in the FTF condition compared to RL, indicating higher inter-individual neural alignment when participants were physically co-present. Additionally, task-specific effects emerged in delta, theta, beta, and gamma bands, with interactive tasks generally associated with lower dissimilarity. Furthermore, ISCHR was significantly higher in the FTF condition compared to the RL condition, while no significant task-specific differences emerged. Self-report measures further indicated higher perceived interpersonal closeness and lesson satisfaction in the FTF condition, while learning outcomes remained stable across modalities.

Conclusion

These findings demonstrate that physical co-presence enhances both cortical and autonomic synchronization during instruction, particularly under dialogic conditions, and underscore the role of embodied interaction in promoting shared cognitive and affective engagement in educational contexts.

背景和目的人际同步是有效教学的关键组成部分，但人们对面对面和远程设置之间的差异知之甚少。本研究通过脑电图（EEG）和心电图（ECG）超扫描研究面对面（FTF）和远程学习（RL）环境下的人际同步。方法8组3名学生和1名讲师（N = 32）参与两种情况，包括基线，20分钟的讲座和20分钟的互动任务。通过5个EEG频带（delta, theta, alpha, beta, gamma）的个体间欧几里得距离（EuDist）评估神经同步。通过受试者间心率相关性（ISCHR）评估心脏同步化。通过一系列自我报告测量和验证问卷来测量学习成果和感知。结果显示，学习条件在所有EEG波段都有适度但显著的影响，与RL相比，FTF条件下的EuDist值显着降低，这表明当参与者身体共同在场时，个体间神经排列更高。此外，任务特定效应出现在delta、theta、beta和gamma波段，互动任务通常与较低的不相似性相关。此外，与RL条件相比，FTF条件下的ISCHR显著高于RL条件，但没有出现显著的任务特异性差异。自我报告测量进一步表明，在FTF条件下，更高的感知人际亲密度和课程满意度，而学习结果在各种模式下保持稳定。这些研究结果表明，在教学过程中，特别是在对话条件下，身体共同在场增强了皮层和自主神经的同步，并强调了在教育环境中，具身互动在促进共同认知和情感参与方面的作用。

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引用次数: 0

The prevalence of neuromyths among Turkish parents: sources, purchase intentions, and effects on educational strategies 土耳其父母中神经神话的流行：来源、购买意向和对教育策略的影响

IF 3 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2026-03-01 Epub Date: 2026-01-29 DOI: 10.1016/j.tine.2026.100278

Menşure Alkış Küçükaydın

Background

This study is the first to examine the prevalence of neuromyth beliefs among parents of primary school students in Turkey, the sources of these beliefs, their relationship with educational level, and their predictive effect on attitudes toward neuroscience and purchase intentions.

Method

A total of 311 Turkish parents with children in primary school participated in the study. The prevalence of parents' neuromyth beliefs, their sources (e.g., TV news, social media), attitudes toward neuroscience, and purchase intentions for brain development products were measured using scales. Frequency analyses, simple linear regression analysis, and multiple regression analyses were used to analyze the data.

Results

The analyses revealed that neuromyth beliefs are prevalent among Turkish parents and that TV news and social media are the main sources of these beliefs. Statistical analyses showed that neuromyth belief levels decreased significantly as parents' education level increased. Furthermore, regression analysis revealed that belief in neuromyths significantly predicted attitudes toward neuroscience.

Conclusion

This study shows that parents' belief in neuromyths is widespread in the Turkish context and is disseminated particularly through popular media channels. The fact that belief in neuromyths positively predicts attitudes toward neuroscience indicates that parents are interested in neuroscientific topics, albeit with misconceptions. These results suggest that science-based awareness campaigns targeting parents should consider differences in media use and educational levels.

本研究首次调查了土耳其小学生家长的神经神话信仰的流行程度、信仰的来源、与教育程度的关系，以及对神经科学态度和购买意向的预测作用。方法对311名土耳其小学生家长进行调查。使用量表测量了父母神经神话信仰的流行程度、其来源（如电视新闻、社交媒体）、对神经科学的态度以及对大脑发育产品的购买意愿。采用频率分析、简单线性回归分析和多元回归分析对数据进行分析。结果分析显示，土耳其父母普遍存在神经神话信仰，电视新闻和社交媒体是这些信仰的主要来源。统计分析表明，随着父母受教育程度的提高，神经神话信仰水平显著降低。此外，回归分析显示，对神经神话的信仰显著预测对神经科学的态度。结论：本研究表明，在土耳其，父母对神经神话的信仰很普遍，尤其是通过大众媒体渠道传播。相信神经学神话能积极预测人们对神经科学的态度，这一事实表明，父母对神经科学话题感兴趣，尽管存在误解。这些结果表明，针对家长的以科学为基础的宣传活动应该考虑媒体使用和教育水平的差异。

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引用次数: 0

Authoritarian leaders and self-control by their population 独裁领导人和人民的自我控制

IF 3 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2026-03-01 Epub Date: 2026-01-30 DOI: 10.1016/j.tine.2026.100280

Michael I. Posner

Causal studies show that brain networks of self-control can be changed by various forms of learning and stimulation. One mechanism of these changes is improved connectivity in the brain networks related to control. Evidence suggests that authoritarian contriol is largely supported by people with regidity of thought, but whether rigidity is caused by authoritarianism is not known. In this paper we hypothesize that authoritarianism can reduce the opportunity for conflict resolution that is an important mechanism for improved connectivity in control networks. Evidence suggests that reduced connectivity results in impairment in cognitive and emotional control resulting in likely reduction in IQ, less ability to control emotions and to resolve conflict between competing thoughts and actions. To test our hypothesis of a causal link to authoritarianism one could provide evidence preferable before and after authoritarian governments are implemented that there is a predicted loss of of abilty to control conflict, educational attainment or IQ by the relevant population. Tests of education attainment or IQ would also have alternative reasons such as changes in the educational system or reduced income. This paper proved evidence of a possible mechanism by which the brain could change under authoritarian rule and a hypothesis that requires further tests that authoritarian leaders can cause a loss of self-control in brains of both developing individuals and adults living in their countries.

因果研究表明，大脑的自我控制网络可以通过各种形式的学习和刺激而改变。这些变化的一种机制是改善了与控制相关的大脑网络的连通性。有证据表明，思想僵化的人在很大程度上支持威权控制，但僵化是否由威权主义造成尚不清楚。在本文中，我们假设威权主义可以减少冲突解决的机会，而冲突解决是改善控制网络连通性的重要机制。有证据表明，连接减少会导致认知和情绪控制受损，从而可能导致智商下降，控制情绪和解决竞争性思想和行动之间冲突的能力下降。为了检验我们关于威权主义的因果关系的假设，我们可以在威权政府实施前后提供证据，证明相关人群控制冲突、教育程度或智商的能力预计会下降。教育程度或智商测试也可能有其他原因，如教育制度的变化或收入的减少。这篇论文证明了威权统治下大脑可能发生变化的一种可能机制，并提出了一个假设，即威权领导人会导致发展中个体和生活在他们国家的成年人的大脑失去自我控制，这一假设需要进一步的测试。

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引用次数: 0

Task-dependent neural effects of physical exercise: A systematic review and meta-analysis of functional magnetic resonance imaging studies 体育锻炼的任务依赖神经效应：功能磁共振成像研究的系统回顾和荟萃分析

IF 3 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-12-01 Epub Date: 2025-10-30 DOI: 10.1016/j.tine.2025.100274

Geng Li , Yang Liu , Chenzhen Liu , Huazhi Li , Wenhua Tang , Antao Chen

Background

Physical exercise enhances cognition, likely through neuroplasticity. Whether exercise induces domain-specific brain changes according to cognitive task demands remains unclear.

Method

An Activation Likelihood Estimation (ALE) meta-analysis of 34 Functional Magnetic Resonance Imaging (fMRI) studies was conducted, categorizing studies by task type.

Results

Physical exercise increased precuneus activation, supporting a domain-general effect. Subgroup analyses revealed task-specific changes: executive tasks showed increased cingulate activation and decreased superior temporal and cerebellar activation, while low-control tasks showed increased precuneus, cuneus, and precentral activation with decreased fusiform and parahippocampal activation.

Conclusion

This meta-analysis demonstrates that physical exercise enhances task-related brain activation in domain-general hub regions such as the precuneus, while also exerting task-dependent effects in regions associated with motor and executive control. These findings suggest that physical exercise promotes both general and task-specific neural adaptations that may underlie its cognitive benefits.

体育锻炼可能通过神经可塑性增强认知能力。运动是否会根据认知任务需求诱发特定领域的大脑变化尚不清楚。方法对34项功能磁共振成像（fMRI）研究进行激活似然估计（ALE）荟萃分析，按任务类型对研究进行分类。结果体育锻炼增加了楔前叶的激活，支持域一般效应。亚组分析揭示了任务特异性的变化：执行任务显示扣带激活增加，颞上和小脑激活减少，而低控制任务显示楔前叶、楔前叶和中央前激活增加，梭状回和海马旁激活减少。结论本荟萃分析表明，体育锻炼增强了楔前叶等脑域总枢纽区域的任务相关脑激活，同时也在运动和执行控制相关区域发挥任务依赖效应。这些发现表明，体育锻炼可以促进一般和特定任务的神经适应，这可能是其认知益处的基础。

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引用次数: 0

The role of resilient coping as a mediator between trait emotional intelligence and academic motivation in university students 弹性应对在大学生特质情商与学业动机之间的中介作用

IF 3 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-12-01 Epub Date: 2025-10-04 DOI: 10.1016/j.tine.2025.100272

Sara González-Yubero , Raquel Palomera , Marta Mauri , Carolina Falcón

Introduction

The lack of motivation among university students has become a key challenge in the current European Higher Education Area, reflected in high dropout rates and low academic performance. The aim of this study is to analyze the direct and indirect relationships between emotional intelligence, resilient coping, and academic motivation in university students. These three variables are relevant as they facilitate adaptation to academic and social challenges, enhancing students' performance and overall well-being.

Method

Questionnaires assessing EI, resilient coping, and academic motivation were administered to 693 education students with an average age of 19.65 years (SD = 2.8). Descriptive analyses, Pearson correlation analyses, and mediation models using structural equations were performed.

Results

The results suggest that resilient coping is a partial mediator in the relationship between EI and academic motivation, indicating that students with higher emotional skills tend to employ more effective coping strategies, which reinforces their intrinsic motivation toward learning. On the other hand, resilient coping was a partial mediator in the relationship between emotional repair and academic amotivation.

Conclusions

From a neuroscience perspective, emotional intelligence involves key processes such as self-regulation, attention, and executive control, which are fundamental for learning and academic performance. In this context, the findings of this study highlight the importance of integrating emotional intelligence development into curriculum design, not only to enhance well-being but also to promote resilient coping and strengthen academic motivation.

大学生缺乏学习动力已经成为当前欧洲高等教育区面临的主要挑战，这反映在高辍学率和低学习成绩上。摘要本研究旨在探讨大学生情绪智力、弹性应对与学业动机之间的直接和间接关系。这三个变量是相关的，因为它们有助于适应学术和社会挑战，提高学生的表现和整体福祉。方法对693名平均年龄19.65岁（SD = 2.8）的教育学生进行情商、弹性应对和学习动机问卷调查。描述性分析、Pearson相关分析和使用结构方程的中介模型。结果弹性应对在情商与学业动机的关系中起部分中介作用，表明情绪技能越高的学生倾向于采用更有效的应对策略，从而增强了他们的内在学习动机。另一方面，弹性应对在情绪修复与学业动机的关系中起部分中介作用。从神经科学的角度来看，情商涉及自我调节、注意力和执行控制等关键过程，这些都是学习和学业表现的基础。在此背景下，本研究的结果强调了将情商发展融入课程设计的重要性，不仅可以提高幸福感，还可以促进弹性应对和加强学习动机。

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引用次数: 0

Prevalence of educational myths among Ecuadorian teachers 教育神话在厄瓜多尔教师中的流行

IF 3 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-12-01 Epub Date: 2025-10-10 DOI: 10.1016/j.tine.2025.100273

Jimmy Zambrano R․ , Johanna Chaguay , José Mayorga , Paul A. Kirschner , Walter Parra , Angélica Lazo

Background

Neuromyths, misconceptions about the brain and learning, persist among educators worldwide and may negatively influence teaching practices. In Latin America, and specifically in Ecuador, empirical evidence on their prevalence among in-service teachers remains scarce.

Objective

This study examined the prevalence of neuromyths and instructional misconceptions among Ecuadorian in-service teachers and how these beliefs relate to their general brain knowledge.

Methods

A survey was administered to 2193 in-service teachers from Ecuador. It included 17 items on general brain knowledge, 12 neuromyths, and 10 myths about learning and instruction. Multiple linear regressions were conducted to identify demographic factors and other predictors of myth endorsement.

Results

On average, participants answered 59.60% of brain knowledge items correctly. However, they endorsed 61.94% of neuromyths and 60.69% of instructional myths. The most prevalent neuromyths included beliefs in multiple intelligences, enriched environments for preschool brain development, perceptual-motor coordination exercises, and left-/right-brain dominance. Instructional misconceptions such as discovery learning, digital natives, the learning pyramid, motivation-driven learning, and learning styles were also highly endorsed. Interestingly, greater brain knowledge predicted more belief in neuromyths, but less belief in instructional myths.

Conclusions

Despite widespread interest in neuroscience and its perceived relevance for teaching, a large proportion of Ecuadorian in-service teachers continue to endorse misconceptions. These findings reveal significant shortcomings in-service teacher education and underscore the need for explicitly structured professional development that incorporates core instructional theories, educational neuroscience, and targeted strategies to identify and refute common educational misconceptions.

神经神话，即关于大脑和学习的误解，在世界各地的教育工作者中持续存在，并可能对教学实践产生负面影响。在拉丁美洲，特别是在厄瓜多尔，关于在职教师中普遍存在这种情况的经验证据仍然很少。目的本研究调查了厄瓜多尔在职教师中普遍存在的神经神话和教学误解，以及这些信念与他们的一般大脑知识之间的关系。方法对厄瓜多尔2193名在职教师进行问卷调查。它包括17个关于一般大脑知识的项目，12个神经神话，10个关于学习和教学的神话。采用多元线性回归来确定人口统计学因素和神话认可的其他预测因素。结果平均正确率为59.60%。然而，他们认同61.94%的神经神话和60.69%的教学神话。最普遍的神经学神话包括多元智能、丰富的学前大脑发育环境、感知运动协调练习和左右脑优势。发现学习、数字原住民、学习金字塔、动机驱动学习和学习风格等教学误解也得到了高度认可。有趣的是，更多的大脑知识预示着更多人相信神经神话，但更少人相信教学神话。结论：尽管人们对神经科学及其与教学的相关性有广泛的兴趣，但很大一部分厄瓜多尔在职教师仍然赞同错误的观念。这些发现揭示了在职教师教育的重大缺陷，并强调了明确结构化的专业发展的必要性，包括核心教学理论、教育神经科学和有针对性的策略，以识别和驳斥常见的教育误解。

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引用次数: 0

Beyond the page: Enriching storybooks with embodied activities to improve mathematics skills – A scoping review 超越页面：丰富的故事书与具体的活动，以提高数学技能-范围审查

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-09-01 Epub Date: 2025-06-05 DOI: 10.1016/j.tine.2025.100259

Venera Gashaj , Dragan Trninic , Ouhao Chen , Korbinian Moeller

Background

This article explores approaches to enriching storybook reading experiences to facilitate mathematics learning in children.

Method

A scoping review of existing literature was conducted to identify approaches for enhancing mathematics storybooks.

Results

Two primary approaches were identified: hands-on physical experiences, such as gestures, enactment, and manipulatives; and technology-driven interventions, such as augmented reality and wearables. Hands-on experiences can promote numerical understanding through multisensory interactions. Technology-driven approaches may alleviate mathematics anxiety and increase motivation. Both approaches can foster numeracy by increasing engagement with the learning content.

Conclusion

Integrating enriched activities into mathematics storybook reading has the potential to support numeracy development.

本文探讨了丰富故事书阅读体验以促进儿童数学学习的方法。方法对现有文献进行范围综述，以确定加强数学故事书的方法。结果确定了两种主要方法：动手的身体体验，如手势、表演和操作；以及技术驱动的干预措施，比如增强现实和可穿戴设备。实践经验可以通过多感官互动促进对数字的理解。技术驱动的方法可以缓解数学焦虑，增加动机。这两种方法都可以通过增加对学习内容的参与来培养计算能力。结论在数学故事书阅读中融入丰富的活动有助于数学能力的发展。

引用次数: 0