Trends in Neuroscience and Education最新文献_第2页

Effects of solving contextualized physics problems among men and women: A psychophysiological approach. 解决情境化物理问题对男性和女性的影响：心理生理学方法。

IF 3 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-09-01 Epub Date: 2025-08-05 DOI: 10.1016/j.tine.2025.100268

Isaac Bouhdana, Patrick Charland, Hugo G Lapierre, Lorie-Marlène Brault Foisy, Geneviève Allaire-Duquette, Patrice Potvin, Steve Masson, Martin Riopel, Pierre-Majorique Léger, Shang Lin Chen

Introduction: This study investigates the psychophysiological effects of contextualized physics problems during the problem's solving stage, expanding upon earlier findings (Bouhdana et al., 2023) on the problem's reading stage.

Methods: Participants (university students, both men and women) solved problems presented in three contexts - no context, technical, and humanistic - while measures of cognitive (pupillometry, EEG) and affective (electrodermal activity, valence) situational interest were collected.

Results: Key findings revealed that context significantly influenced pupillometry (p = 0.035) and the context*gender interaction significantly affected valence (p = 0.037), though post-hoc comparisons were not significant. Men exhibited higher emotional valence when solving decontextualized problems compared to humanistic problems, aligning with trends observed during the reading stage, though significance was not maintained in the solving stage (p = 0.096). Notably, cognitive situational interest, as indicated by pupillometry, increased during the solving stage, suggesting a shift from affective to cognitive engagement. However, cognitive situational interest during the solving stage did not predict accuracy, contrasting with our prior findings where affective situational interest (electrodermal activity) during reading significantly predicted accuracy.

Discussion: This shift may stem from the higher cognitive load associated with problem-solving tasks. These findings suggest that cognitive situational interest during the solving stage is a reflection of cognitive load rather than a predictor of success, while underscoring the importance of fostering affective situational interest during the reading stage to enhance performance and engagement. Future research should explore longitudinal effects, cultural influences on situational interest, and inclusive curriculum design.

Conclusion: Our results highlight the need for balanced and context-sensitive approaches to curriculum development to optimize student motivation, performance, and long-term interest in physics.

引言：本研究调查了情境化物理问题在问题解决阶段的心理生理效应，扩展了早期关于问题阅读阶段的研究结果（Bouhdana et al., 2023）。方法：参与者（男女均为大学生）在三种情境下解决问题——无情境、技术情境和人文情境——同时收集认知（瞳孔测量、脑电图）和情感（皮电活动、效价）情境兴趣的测量数据。结果：主要研究结果显示，情境显著影响瞳孔测量（p = 0.035），情境*性别交互作用显著影响效价（p = 0.037），但事后比较无显著性。与人文问题相比，男性在解决非情境化问题时表现出更高的情绪效价，这与阅读阶段观察到的趋势一致，尽管在解决阶段没有保持显著性（p = 0.096）。值得注意的是，正如瞳孔测量所显示的那样，认知情境兴趣在解决问题阶段有所增加，表明从情感参与到认知参与的转变。然而，解决问题阶段的认知情境兴趣并不能预测准确性，这与我们之前的研究结果形成鲜明对比，在阅读过程中，情感情境兴趣（皮肤电活动）显著预测准确性。讨论：这种转变可能源于与解决问题任务相关的更高的认知负荷。这些研究结果表明，在解决阶段的认知情境兴趣是认知负荷的反映，而不是成功的预测因素，同时强调了在阅读阶段培养情感情境兴趣对提高表现和参与的重要性。未来的研究应探讨纵向效应、文化对情境兴趣的影响以及包容性课程设计。结论：我们的研究结果强调了平衡和情境敏感的课程开发方法的必要性，以优化学生的动机、表现和对物理的长期兴趣。

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引用次数: 0

It’s time to reconsider: the neuropsychology of belief change 是时候重新考虑：信念改变的神经心理学

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-09-01 Epub Date: 2025-06-18 DOI: 10.1016/j.tine.2025.100261

Bobby Hoffman , Aditi Subramaniam , Kendall Hartley

Purpose

The consequences of students harboring false beliefs that contradict scientific evidence include reasoning difficulties and applying inaccurate information to problem solving. Relying on unsupported beliefs undermines judgment, fosters irrational reasoning, and is detrimental to the best interests of society. However, many belief change initiatives fail, presumably because conventional approaches to belief change conflict with how the brain processes instrumental and valenced information.

Method

To provide a more reliable and objective explanation as to why some knowledge reconstruction efforts are transitory, fragmented, and superficial, neuropsychology evidence was investigated to supplement existing behavioral belief-change research. Neuroscience findings related to belief change were summarized by describing the biology of knowledge reconstruction and why some research-based practices (particularly refutational texts) may stand in direct contrast to neuropsychological interpretations of knowledge revision. Specific applied strategies were advanced.

Findings

The success of changing minds depends on effectively modifying false beliefs by focusing on the prospective gains from belief revision rather than emphasizing the risks associated with maintaining existing beliefs. Additionally, cognitive, not affective processing should be emphasized using refutations that employ information that generates positive perceptions, not forecasts of doom and debilitation. All recommendations align with neurological findings that suggest positive and rewarding information enhances the probability of adaptive neuromodulation leading to brain plasticity.

目的学生持有与科学证据相矛盾的错误信念的后果包括推理困难和应用不准确的信息来解决问题。依赖没有根据的信念会破坏判断，助长非理性推理，损害社会的最大利益。然而，许多信念改变计划失败了，大概是因为传统的信念改变方法与大脑处理工具和价值信息的方式相冲突。方法利用神经心理学证据，对已有的行为信念改变研究进行补充，以更可靠、客观地解释为什么某些知识重建工作是短暂的、碎片化的和肤浅的。通过描述知识重建的生物学，以及为什么一些基于研究的实践（特别是反驳文本）可能与知识修正的神经心理学解释直接相反，总结了与信念变化相关的神经科学发现。提出了具体的应用策略。研究结果改变思想的成功取决于通过关注信念修正的预期收益而不是强调与维持现有信念相关的风险来有效地修正错误信念。此外，应该强调认知处理，而不是情感处理，使用反驳，使用产生积极感知的信息，而不是厄运和衰弱的预测。所有的建议都与神经学研究结果一致，表明积极和有益的信息增强了适应性神经调节导致大脑可塑性的可能性。

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引用次数: 0

Predicting neuromyths among counselors and counselor educators 预测心理咨询师和心理咨询教育者的神经迷思

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-09-01 Epub Date: 2025-07-18 DOI: 10.1016/j.tine.2025.100263

So Rin Kim , Eric T. Beeson , Carlos P. Zalaquett , Fí D. Fonseca , L. Thomas Belcher

Background

Neuromyths are prevalent in counseling and counselor education, potentially promoting harmful, unproven methods. This study examines the factors that predict the prevalence of neuromyths among counselors.

Methods

A cross-sectional survey was conducted with 415 participants, including counselors-in-training, practitioners, educators, and supervisors. The survey measured neuromyth endorsement using a 15-item questionnaire and assessed demographic characteristics, neuroscience knowledge, and the use of nine information sources. Hierarchical linear regression analysis was used to identify predictors of neuromyths.

Results

Predictors accounted for 9.0% of the variation in neuromyths (F = 4.775, p < .001). Counselors with higher educational levels endorsed fewer neuromyths compared to those with bachelor’s degrees. The use of books was associated with fewer neuromyths (β = .144, p < .01), whereas reliance on TV predicted higher neuromyth endorsement (β = -.187, p < .001).

Conclusion

Promoting accurate neuroscience knowledge through credible sources can reduce neuromyths in the counseling profession.

背景：神经学神话在咨询和咨询教育中很普遍，潜在地促进了有害的、未经证实的方法。本研究探讨预测心理咨询师中神经迷思盛行的因素。方法采用横断面调查的方法，对415名参与者进行调查，包括在职辅导员、从业人员、教育工作者和主管。该调查使用了一份15项的问卷，评估了人口统计学特征、神经科学知识和9个信息源的使用，来衡量神经神话的认可程度。采用层次线性回归分析确定神经神话的预测因子。结果预测因子占神经神话变异的9.0% (F = 4.775, p <；措施)。与拥有学士学位的人相比，受教育程度较高的咨询师更少认同神经神话。使用书籍与较少的神经神话相关(β = .144, p <；.01)，而对电视的依赖预示着更高的神经神话认可(β = -。[au:] p <；措施)。结论通过可靠来源推广准确的神经科学知识，可以减少心理咨询行业的神经误区。

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引用次数: 0

Aerobic fitness modulates arithmetic strategy use in college-aged young adults 有氧健身调节大学年龄年轻人的算术策略使用

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-09-01 Epub Date: 2025-05-23 DOI: 10.1016/j.tine.2025.100258

Amanda L. McGowan , Oksana K. Ellison , Morgan S. Ham , Madison C. Chandler , Matthew B. Pontifex

Purpose

The purpose of the present investigation was to determine the extent to which individuals at the extremes of the aerobic fitness continuum differed in their utilization of arithmetic strategies.

Method

Using a cross-sectional design, 37 higher aerobically fit and 37 lower aerobically fit participants completed a complex arithmetic task while neuroelectric measures were concurrently recorded. The arithmetic task had participants view a pair of sequentially presented two-digit operands and determine if the sum was greater than or <100 which manipulated the utilization of exact and approximate arithmetic strategies.

Results

Individuals with higher aerobic fitness demonstrated a greater tendency to utilize more efficient approximate arithmetic strategies as the sums grew more distant from 100 in contrast to their lower aerobic fitness counterparts, indexed using a composite measure of behavioral and neuroelectric data.

Conclusion

Superior aerobic fitness relates to a greater ability to shift between procedural strategies for arithmetic problems.

目的本研究的目的是确定在有氧健身连续体的极端个体在算术策略的使用上的差异程度。方法采用横断面设计，选取37名有氧适能较高的和37名有氧适能较低的参与者完成一项复杂的算术任务，同时记录神经电测量。算术任务让参与者查看一对顺序呈现的两位数操作数，并确定总和是否大于或<；100，这操纵了精确和近似算术策略的使用。结果：与有氧适应度较低的个体相比，有氧适应度较高的个体表现出更大的倾向于使用更有效的近似算术策略，因为总和离100越远，使用行为和神经电数据的综合衡量指标。结论较好的有氧适能与较强的算术问题程序策略转换能力有关。

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引用次数: 0

Pre-service teachers’ misconceptions about brain and mind–prevalence and predictors 职前教师对大脑和心智的误解及其预测因素

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-09-01 Epub Date: 2025-06-08 DOI: 10.1016/j.tine.2025.100260

Dana Opre , Sebastian Pintea , Romiță Iucu

Background

The issue of educational misconceptions among teachers is examined through distinct lines of research including educational neuroscience and psychology, each offering different perspectives and drawing clear distinctions between neuromyths and psychological myths. In the present study, we investigate educational misconceptions through an interdisciplinary lens to gain a deeper understanding of the relationship between brain and mind myths and their prevalence among teachers. This framework also enables a more nuanced analysis of potential factors that may predict these misconceptions, aiding in understanding of how to address them effectively.

Method

An online survey was designed and administered to pre-service teachers (N = 258). Descriptive statistics, Pearson’s correlation and Stepwise regression were used to analyze the collected data.

Results

First, there is a high prevalence of educational myths among Romanian pre-service teachers. Second, neuromyths and psychological/mind myths are strongly correlated. Third, there are significant associations between the endorsement of neuromyths and psychological myths with various factors, experiential engagement being the most important.

Conclusion

An interdisciplinary approach reveals that valuable insights from integrating different research fields can be harnessed to enhance our understanding of the interplay between educational myths endorsement and different influencing factors. A comprehensive understanding of these relations enables the development of innovative and suitable interventions to debunk myths.

教师的教育误解问题是通过不同的研究方向来研究的，包括教育神经科学和心理学，每个研究方向都提供了不同的观点，并明确区分了神经神话和心理学神话。在本研究中，我们通过跨学科的视角来调查教育误解，以更深入地了解大脑和心灵神话之间的关系及其在教师中的流行。该框架还可以对可能预测这些误解的潜在因素进行更细致的分析，帮助理解如何有效地解决这些误解。方法对258名职前教师进行在线问卷调查。采用描述性统计、Pearson相关和逐步回归等方法对收集的数据进行分析。首先，罗马尼亚职前教师普遍存在教育误区。其次，神经神话和心理神话是紧密相关的。第三，对神经神话和心理神话的认可与各种因素之间存在显著关联，体验参与是最重要的。结论跨学科的研究方法可以整合不同的研究领域，获得有价值的见解，以加深我们对教育神话认可与不同影响因素之间相互作用的理解。对这些关系的全面了解有助于开发创新和适当的干预措施来揭穿神话。

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引用次数: 0

Executive functions and key competencies in secondary education students. Can we improve the teaching-learning process? 中学教育学生的执行职能和关键能力。我们能改善教学过程吗？

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-09-01 Epub Date: 2025-07-18 DOI: 10.1016/j.tine.2025.100265

María Caballero-Cobos, Mariano Núñez-Flores, Vicente J. Llorent

Executive functions play a crucial role in the social and academic development of students. This study aimed to examine the relations of students’ executive functions with their reading competence, mathematical competence, and social, emotional, and moral competencies. The sample was made up of 198 students (50.50 % girls, and 4 % did not report their sex) aged between 11 and 15 years (M = 12.53, SD = 1.08). This quantitative, cross-sectional ex-post-facto study was conducted using a self-report survey. Data were collected at the end of the 2018–2019 academic year. Bivariate Pearson correlations and linear regression analyses were performed. Students’ executive functions were positively related to their reading competence, mathematical competence, and social, emotional, and moral competencies. However, they only significantly predicted social and emotional competencies. The main conclusion of this study highlights the need to explicitly develop reading competence, mathematical competence, and social, emotional and moral competencies, considering the role of executive functions. Implications for the curriculum and school systems are debated.

执行功能在学生的社会和学业发展中起着至关重要的作用。本研究旨在探讨学生执行功能与阅读能力、数学能力、社会能力、情感能力和道德能力的关系。样本由198名11至15岁的学生（50.50%为女生，4%未报告性别）组成（M = 12.53, SD = 1.08）。这个定量的，横断面的事后研究是通过自我报告调查进行的。数据是在2018-2019学年结束时收集的。双变量Pearson相关和线性回归分析。学生的执行功能与其阅读能力、数学能力、社交能力、情感能力和道德能力呈正相关。然而，它们只能显著预测社交和情感能力。本研究的主要结论强调了考虑到执行功能的作用，明确发展阅读能力、数学能力、社会、情感和道德能力的必要性。对课程和学校系统的影响进行了辩论。

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引用次数: 0

The componential nature of school mathematics and associative cognitive factors: The case of young children with mathematical learning disabilities 学校数学的组成性质与联想认知因素：以幼儿数学学习障碍为例

IF 3 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-09-01 Epub Date: 2025-07-30 DOI: 10.1016/j.tine.2025.100267

Sarit Ashkenazi , Sonia Hasson

The current understanding of mathematical and numerical processes indicates that mathematical abilities are not singular. Instead, they consist of multiple components that can be linked to various domain-general abilities. We used network analysis to test the componential nature of school mathematics and the effect of mathematical proficiency on the relations between mathematical tasks. Two groups of typically developing children (TD, N = 64, 40 females, mean age = 9.87) and children with mathematical learning disabilities (MD, N = 64, 47 females, mean age = 9.87) were tested.

Most of the mathematical subjects were closely related. These results suggest that most school mathematical tasks are strongly associated, especially in TD children. Among MDs, we found a more diverse network, with comparison and number line estimation partly separate from other mathematical topics, and negatively associated with reading, thus indicating that number comparison and number line estimation is a focus of weakness in children suffering from MD. These results suggest that most of the school mathematical tasks are strongly associated, especially in TD children. Across groups, it was also discovered that verbal working memory was strongly linked to reading and non-numerical fluency, hence, the connections between mathematical subject matters and reading or non-numerical fluency could be explain by the shared correlation with verbal working memory. Hence, among all the domain-general factors, only verbal working memory was directly associated with mathematics.

目前对数学和数值过程的理解表明，数学能力不是单一的。相反，它们由多个组件组成，这些组件可以链接到各种领域通用功能。我们使用网络分析来检验学校数学的组成性质，以及数学熟练程度对数学任务之间关系的影响。将典型发育儿童（TD, N = 64, 40名女性，平均年龄= 9.87）和数学学习障碍儿童（MD, N = 64, 47名女性，平均年龄= 9.87）分为两组进行测试。大多数数学科目都是密切相关的。这些结果表明，大多数学校的数学任务都是密切相关的，尤其是在自闭症儿童中。在MD中，我们发现了一个更加多样化的网络，比较和数线估计与其他数学主题部分分离，并且与阅读负相关，这表明数字比较和数线估计是MD儿童的弱点焦点。这些结果表明，大多数学校数学任务都是强相关的，特别是在TD儿童中。在不同的小组中，研究人员还发现，语言工作记忆与阅读和非数字流畅性密切相关，因此，数学科目与阅读或非数字流畅性之间的联系可以用语言工作记忆的共同相关性来解释。因此，在所有领域一般因素中，只有言语工作记忆与数学直接相关。

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引用次数: 0

Belief in neuromyths among primary school teachers: A cross-national study of 11 countries 小学教师对神经神话的信仰：一项11个国家的跨国研究

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-09-01 Epub Date: 2025-07-21 DOI: 10.1016/j.tine.2025.100264

Oktay Cem Adiguzel , Patrice Potvin , Jérémie Blanchette Sarrasin , Cédric Vanhoolandt , Anaïs Corfdir , Nursultan Japashov , Aizhan Mansurova , Chin-Chung Tsai , Ching-Lin Wu , Ridvan Elmas , Derya Atik-Kara , Sibel Kucukkayhan , Abdel-Karim Zaid , Ihsane Kouchou , Alexandra Voulgari , Ousmane Sy , Ibrahima Sakho , Soo Boon Ng , Patrick Charland , Angélique Létourneau

Background

This study compares primary school teachers' beliefs in neuromyths related to brain function and learning across different cultural and linguistic contexts. Two main research questions are explored and analyzed: “Which neuromyths are believed by primary school teachers?” And “What are the formal and informal sources of these neuromyths among primary school teachers?”

Methods

Data were collected from 1257 primary school teachers in 11 countries using the Multilingual Neuromyths Identification Questionnaire, available in eight languages. The descriptive survey design explored the prevalence of neuromyths and the sources that shape teachers' understanding of learning and intelligence.

Results

The findings indicate that 13 out of 21 neuromyths are prevalent in all of the countries that were surveyed. Notably, over 90 % of participants agreed with the theories of multiple intelligences and learning styles. These misconceptions are primarily acquired through formal sources, such as teacher training programmes and professional seminars, as well as through professional experience and personal intuition. In contrast, informal sources, such as the media and popular culture, appear to play a minor role in developing these beliefs.

Conclusions

The persistence of neuromyths among teachers underscores a critical need for evidence-based neuroscience and cognitive psychology content in teacher education. This study underscores the urgent need to integrate evidence-based neuroscience and cognitive psychology into teacher education programs. The widespread belief in neuromyths highlights serious gaps in current educational policy and practice. To address this, coordinated national and international strategies are needed to inform ministries of education and policy makers about the prevalence and impact of these misconceptions.

本研究比较了不同文化和语言背景下小学教师对脑功能和学习相关神经神话的看法。探讨和分析了两个主要的研究问题：“小学教师相信哪些神经神话？”以及“小学教师中这些神经神话的正式和非正式来源是什么？”方法采用8种语言版本的《多语种神经神话识别问卷》，对11个国家的1257名小学教师进行调查。描述性调查设计探讨了神经神话的流行以及塑造教师对学习和智力理解的来源。结果21个神经误区中有13个在所有被调查的国家普遍存在。值得注意的是，超过90%的参与者同意多元智能和学习方式的理论。这些误解主要是通过正式来源获得的，例如教师培训方案和专业讨论会，以及通过专业经验和个人直觉。相比之下，非正式来源，如媒体和流行文化，似乎在形成这些信念方面发挥了次要作用。结论教师神经神话的持续存在凸显了教师教育中对循证神经科学和认知心理学内容的迫切需求。这项研究强调了将循证神经科学和认知心理学整合到教师教育计划中的迫切需要。对神经神话的广泛信仰凸显了当前教育政策和实践中的严重差距。为解决这一问题，需要制定协调的国家和国际战略，向教育部和决策者通报这些误解的普遍性和影响。

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引用次数: 0

Autonomic stress responses in oral examination simulations: Neuroscientific insights from comparing peer-led and lecturer-led approaches 口语考试模拟中的自主应激反应：从比较同伴主导和讲师主导方法的神经科学见解

IF 3 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-09-01 Epub Date: 2025-08-09 DOI: 10.1016/j.tine.2025.100270

Morris Gellisch , Martin Bablok , Gabriela Morosan-Puopolo , Thorsten Schäfer , Beate Brand-Saberi

It is well established in cognitive psychology that stress impairs the retrieval of stored information, often leading to the phenomenon commonly known as a 'blackout' during high-stakes oral examinations. Thus, this mixed-methods study investigated how peer-led and lecturer-led oral examination simulations impact physiological stress responses and students’ self-perceptions. Using heart rate variability (HRV) markers (RMSSD, pNN50, SDNN, LF/HF), we assessed autonomic activation during the simulations. Linear Mixed Models (LMMs) revealed a significant effect of the exam condition on HRV parameters (RMSSD: β = -14.16, p < .001; LF/HF: β = 19.52, p < .001), indicating reduced parasympathetic activation in both simulation types. However, lecturer-led simulations elicited a stronger sympathetic shift (LF/HF interaction: β = -19.33, p < .001), suggesting a higher stress response than peer-led simulations.

Students' competence and confidence significantly improved post-simulation (lecturer-led: t = -8.41, p < .001; student-led: t = -5.82, p < .001), while test anxiety significantly decreased after participating in the simulation (p < .05). Qualitative follow-up data supported the perceived value of simulations for exam preparation and provided insights into the underlying emotional dynamics.

These findings suggest that peer-led simulations may offer a scalable, resource-efficient alternative to lecturer-led training. The positive results highlight the potential of integrating peer-led simulations longitudinally and encourage further research on their cumulative effects over multiple exam cycles.

认知心理学已经证实，压力会削弱对存储信息的检索，通常会导致在高风险的口试中出现通常被称为“记忆中断”的现象。因此，这项混合方法的研究调查了同伴主导和讲师主导的口试模拟如何影响生理应激反应和学生的自我认知。利用心率变异性（HRV）标记（RMSSD、pNN50、SDNN、LF/HF），我们评估了模拟过程中的自主神经激活。线性混合模型（lmm）显示，测试条件对HRV参数有显著影响(RMSSD: β = -14.16, p <；措施;LF/HF: β = 19.52, p <；.001)，表明两种模拟类型的副交感神经激活都减少了。然而，讲师主导的模拟引发了更强的交感神经移位(LF/HF相互作用：β = -19.33, p <；.001)，这表明与同伴主导的模拟相比，压力反应更高。模拟后学生的能力和信心显著提高(讲师主导：t = -8.41, p <；措施;学生主导：t = -5.82, p <；.001)，而参加模拟后考试焦虑显著降低(p <；. 05)。定性随访数据支持了模拟考试准备的感知价值，并提供了对潜在情绪动态的见解。这些发现表明，同伴主导的模拟可能为讲师主导的培训提供一种可扩展的、资源高效的替代方案。积极的结果突出了纵向整合同行主导模拟的潜力，并鼓励进一步研究它们在多个考试周期中的累积效应。

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引用次数: 0

Do neuroscience knowledge and attitudes differ across pre-service and in-service teacher groups? Evidence from teacher education programs in China 在职前和在职教师群体中，神经科学知识和态度是否有所不同？来自中国教师教育项目的证据

IF 3 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-09-01 Epub Date: 2025-08-06 DOI: 10.1016/j.tine.2025.100269

Lisha Liu , Saidi Yu , Mengyuan Liu , Chunjiang Li , Xiaodan Feng , Xintong Lin

Teacher neuroscience knowledge has gained global attention. This study comparatively examined the neuroscience knowledge and attitudes of diverse pre-service and in-service teacher groups among 436 Chinese educators (180 pre-service and 256 in-service teachers) participating in diverse teacher education programs across China. Key findings indicate that: (1) Chinese teachers generally hold positive attitudes towards neuroscience and its educational applications, but had limited neuroscience knowledge, with in-service teachers showing more pronounced limitations. (2) In-service teachers critically lacked systematic opportunities to acquire neuroscience knowledge, primarily relying on informal media channels which posed risks. (3) Higher general brain knowledge positively predicted stronger neuromyth beliefs among pre-service teachers. Other influencing factors on knowledge and attitudes varied distinctly between the groups. These findings suggest the more structured neuroscience education in teacher training programs.

教师的神经科学知识得到了全球的关注。本研究对436名中国教育工作者（180名职前教师和256名在职教师）参加全国不同教师教育项目的不同职前和在职教师群体的神经科学知识和态度进行了比较研究。主要研究结果表明：(1)中国教师对神经科学及其教育应用普遍持积极态度，但对神经科学知识的掌握程度有限，在职教师的局限性更为明显。(2)在职教师严重缺乏系统的神经科学知识获取机会，主要依赖非正式媒体渠道，存在风险。(3)职前教师较高的一般脑知识正向预测较强的神经神话信念。其他影响知识和态度的因素在两组之间差异很大。这些发现表明，在教师培训计划中，更有条理的神经科学教育。

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引用次数: 0