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Where did pre-service teachers, teachers, and the general public learn neuromyths? Insights to support teacher training 职前教师、教师和公众从哪里学到神经迷思?支持教师培训的启示
IF 3.4 Q2 NEUROSCIENCES Pub Date : 2024-06-29 DOI: 10.1016/j.tine.2024.100235
Letícia Sayuri Ribeiro Sazaka , Maria Julia Hermida , Roberta Ekuni

Background

Neuromyths may negatively influence teacher practice. Knowing where people learned misinformation can prevent its propagation and improve teacher training.

Objective

To investigate the prevalence of neuromyths, their sources, and whether they influence teacher practice.

Method

157 participants (teachers, pre-service teachers, and the general public), assessed four neuromyths statements on a 4-point Likert scale. They indicate their sources, and if they were educators, whether they influenced their teacher practice.

Results

Participants showed over 50 % agreement in neuromyths, and approximately 30 % of teachers reported using teaching strategies based on these misconceptions. Information sources included social media, instructional materials, books, as well as interactions with peers.

Conclusion

These results underscore the need to avoid the spread of neuromyths, especially the learning styles myth, targeting training courses and educational materials. Most teachers remember where they learned about neuromyths, which may help to identify the sources

背景神经迷思可能会对教师的教学实践产生负面影响。调查神经迷思的流行程度、来源以及是否影响教师实践。方法 157 名参与者(教师、职前教师和普通大众)用 4 点李克特量表对四种神经迷思进行评估,并指出其来源以及如果他们是教育工作者,这些神经迷思是否影响了他们的教师实践。结果157 名参与者(教师、职前教师和公众)以 4 分李克特量表对四种神经迷信进行了评估,并指出了其信息来源,以及如果他们是教育工作者,这些信息是否影响了他们的教学实践。信息来源包括社交媒体、教学材料、书籍以及与同行的交流。结论这些结果表明,有必要避免神经迷思的传播,尤其是针对培训课程和教育材料的学习风格迷思。大多数教师都记得他们是从哪里了解到神经迷思的,这可能有助于确定神经迷思的来源。
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引用次数: 0
Eye-tracker and fNIRS: Using neuroscientific tools to assess the learning experience during children's educational robotics activities 眼动仪和 fNIRS:利用神经科学工具评估儿童教育机器人活动中的学习体验
IF 3.4 Q2 NEUROSCIENCES Pub Date : 2024-06-27 DOI: 10.1016/j.tine.2024.100234
Eneyse Dayane Pinheiro , João Ricardo Sato , Raimundo da Silva Soares Junior , Candida Barreto , Amanda Yumi Ambriola Oku

In technology education, there has been a paradigmatic shift towards student-centered approaches such as learning by doing, constructionism, and experiential learning. Educational robotics allows students to experiment with building and interacting with their creations while also fostering collaborative work. However, understanding the student's response to these approaches is crucial to adapting them during the teaching-learning process. In this sense, neuroscientific tools such as Functional Near-Infrared Spectroscopy and Eye-tracker could be useful, allowing the investigation of relevant states experienced by students. Although they have already been used in educational research, their practical relevance in the teaching-learning process has not been extensively investigated. In this perspective article expressing our position, we bring four examples of learning experiences in a robotics class with children, in which we illustrate the usefulness of these tools.

在技术教育领域,已经出现了向以学生为中心的方法转变的范式,如边做边学、建构主义和体验式学习。教育机器人技术可以让学生尝试构建自己的作品并与之互动,同时还能促进协作。然而,了解学生对这些方法的反应对于在教学过程中调整这些方法至关重要。从这个意义上说,功能性近红外光谱仪和眼球跟踪仪等神经科学工具可以发挥作用,调查学生体验到的相关状态。虽然这些工具已被用于教育研究,但它们在教学过程中的实际意义尚未得到广泛研究。在这篇表达我们立场的视角文章中,我们列举了四个儿童机器人课堂学习经验的实例,以说明这些工具的实用性。
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引用次数: 0
Why and how to collect representative study samples in educational neuroscience research 为什么以及如何在教育神经科学研究中收集具有代表性的研究样本
IF 3.3 Q1 Social Sciences Pub Date : 2024-06-01 DOI: 10.1016/j.tine.2024.100231
Analia Marzoratti , Tanya M. Evans

Background

Educational neuroscience research, which investigates the neurobiological mechanisms of learning, has historically incorporated samples drawn mostly from white, middle-class, and/or suburban populations. However, sampling in research without attending to representation can lead to biased interpretations and results that are less generalizable to an intended target population. Prior research revealing differences in neurocognitive outcomes both within- and across-groups further suggests that such practices may obscure significant effects with practical implications.

Barriers

Negative attitudes among historically marginalized communities, stemming from historical mistreatment, biased research outcomes, and implicit or explicit attitudes among research teams, can hinder diverse participation. Qualities of the research process including language requirements, study locations, and time demands create additional barriers.

Solutions

Flexible data collection approaches, community engaugement, and transparent reporting could build trust and enhance sampling diversity. Longer-term solutions include prioritizing research questions relevant to marginalized communities, increasing workforce diversity, and detailed reporting of sample demographics. Such concerted efforts are essential for robust educational neuroscience research to maximize positive impacts broadly across learners.

背景教育神经科学研究调查学习的神经生物学机制,其样本历来主要来自白人、中产阶级和/或郊区人口。然而,在研究中不注意代表性的取样会导致解释上的偏差,并使研究结果对目标人群的普适性降低。先前的研究揭示了组内和组间神经认知结果的差异,这进一步表明,这种做法可能会掩盖具有实际意义的重大影响。障碍历史上被边缘化的群体因历史上的虐待而产生的消极态度、有偏见的研究结果以及研究团队中隐含或明确的态度,都会阻碍多元化的参与。解决方案灵活的数据收集方法、社区参与和透明的报告可以建立信任并提高取样的多样性。长期解决方案包括优先考虑与边缘化社区相关的研究问题、增加劳动力的多样性以及详细报告样本的人口统计数据。这些协调一致的努力对于教育神经科学研究的蓬勃发展至关重要,可以最大限度地对广大学习者产生积极影响。
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引用次数: 0
Co-creating with students to promote science of learning in higher education: An international pioneer collaborative effort for asynchronous teaching 与学生共同创造,促进高等教育中的科学学习:异步教学的国际先锋合作努力
IF 3.3 Q1 Social Sciences Pub Date : 2024-05-09 DOI: 10.1016/j.tine.2024.100229
Astrid Schmied , Iro Ntonia , Man Kiu Jenny Ng , Yijie Zhu , Fontaine Gibbs , Hanqiao George Zou

Recent insights from Science of Learning (SoL) are informing instruction, training, and curriculum. Here, we present a project on promoting SoL-related content through co-creating online asynchronous learning resources. By building a 7-person cross-institution team, we strategically harnessed (1) student-faculty partnerships as a mechanism to promote training and professional development, (2) co-creation as a model to curricula development, (3) blended asynchronous learning as a modality for content delivery, and (4) internationalization as a strategy to embrace globalization. This co-creation of curricula project included three stages—literature review, design and production, and evaluation. The project evaluation deployed a mixed methods approach with 6 student evaluators across both participating institutions, who explored the effectiveness of the learning resources. In addition, student partners contributed reflective statements on their co-creation experience. This paper reports on the procedural pipeline to co-creation and the project evaluation, as well as on new insights emerging for curriculum development. We conclude that project's co-created learning resources may enhance effectiveness of instructional design and students’ learning experience. Further, we demonstrate that student partners acquire new knowledge and research, design and delivery skills, futureproofing their academic progression.

学习科学(SoL)的最新研究成果正在为教学、培训和课程提供信息。在此,我们介绍一个通过共同创建在线异步学习资源来推广与 SoL 相关内容的项目。通过建立一个由 7 人组成的跨机构团队,我们战略性地利用(1)师生伙伴关系作为促进培训和专业发展的机制,(2)共同创建作为课程开发的模式,(3)混合异步学习作为内容交付的方式,以及(4)国际化作为拥抱全球化的战略。课程共建项目包括三个阶段--文献回顾、设计与制作以及评估。项目评估采用了混合方法,由两所参与院校的 6 名学生评估员对学习资源的有效性进行评估。此外,学生合作伙伴也就他们的共同创造经验提供了反思性陈述。本文报告了共同创造的程序流水线和项目评估,以及对课程开发的新见解。我们的结论是,项目中共同创建的学习资源可以提高教学设计的有效性和学生的学习体验。此外,我们还证明,学生伙伴获得了新的知识和研究、设计和授课技能,为他们未来的学术发展奠定了基础。
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引用次数: 0
Neuroscience literacy and evidence-based practices in pre-service teachers: A pilot study 职前教师的神经科学素养和循证实践:试点研究
IF 3.3 Q1 Social Sciences Pub Date : 2024-05-08 DOI: 10.1016/j.tine.2024.100228
Kristin Simmers, Ido Davidesco

Aim

K-12 educators are susceptible to “neuromyths” or misconceptions about the brain and learning, yet how these beliefs relate to practice is not yet understood. This exploratory pilot study investigated how knowledge and beliefs about the brain and learning relate to knowledge of evidence-based teaching and learning principles.

Methods

Preservice teachers (N = 29) completed an online survey that measured their knowledge and beliefs about the brain and learning, including belief in neuromyths, and their knowledge of evidence-based teaching and learning principles.

Results

Pre-service teachers commonly endorsed several neuromyths, consistent with prior research. There was a strong positive correlation between participants’ knowledge and beliefs about the brain and learning, and knowledge of evidence-based teaching and learning principles.

Discussion

Our findings suggest that new teachers with better knowledge of the brain and learning may also have more knowledge of evidence-based principles, though more research is needed to determine their impact on teaching.

目的 K-12 教育工作者容易受到 "神经迷思 "或有关大脑和学习的错误观念的影响,但这些观念与实践之间的关系尚不清楚。这项探索性试点研究调查了有关大脑与学习的知识和信念与循证教学原则的知识之间的关系。方法 在职前教师(29 人)完成了一项在线调查,该调查测量了他们有关大脑与学习的知识和信念,包括对神经迷思的信念,以及他们对循证教学原则的知识。讨论我们的研究结果表明,对大脑和学习有更多了解的新教师也可能对循证原则有更多的了解,但要确定这些原则对教学的影响还需要更多的研究。
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引用次数: 0
Bridging cognitive neuroscience and education: Insights from EEG recording during mathematical proof evaluation 连接认知神经科学与教育:数学证明评估过程中的脑电图记录带来的启示
IF 3.3 Q1 Social Sciences Pub Date : 2024-05-07 DOI: 10.1016/j.tine.2024.100226
Venera Gashaj , Dragan Trninić , Cléa Formaz , Samuel Tobler , Juan Sebastián Gómez‑Cañón , Hanna Poikonen , Manu Kapur

Background

Much of modern mathematics education prioritizes symbolic formalism even at the expense of non-symbolic intuition, we contextualize our study in the ongoing debates on the balance between symbolic and non-symbolic reasoning. We explore the dissociation of oscillatory dynamics between algebraic (symbolic) and geometric (non-symbolic) processing in advanced mathematical reasoning during a naturalistic design.

Method

Employing mobile EEG technology, we investigated students' beta and gamma wave patterns over frontal and parietal regions while they engaged with mathematical demonstrations in symbolic and non-symbolic formats within a tutor-student framework. We used extended, naturalistic stimuli to approximate an authentic educational setting.

Conclusion

Our findings reveal nuanced distinctions in neural processing, particularly in terms of gamma waves and activity in parietal regions. Furthermore, no clear overall format preference emerged from the neuroscientific perspective despite students rating symbolic demonstrations higher for understanding and familiarity.

背景现代数学教育大多将符号形式主义放在首位,甚至以牺牲非符号直觉为代价,我们将我们的研究与正在进行的关于符号推理和非符号推理之间平衡的辩论联系起来。我们采用移动脑电图技术,调查了学生在辅导员-学生框架内参与符号和非符号形式的数学演示时,额叶和顶叶区域的β和γ波模式。我们使用了扩展的自然主义刺激,以接近真实的教育环境。此外,尽管学生对符号演示的理解和熟悉程度评价较高,但从神经科学的角度来看,他们并没有出现明显的总体形式偏好。
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引用次数: 0
Intervention effects on low performing preschoolers' early mathematical skills: Adding fundamental motor skill practice as a supporting method 对成绩差的学龄前儿童早期数学技能的干预效果:将基本运动技能练习作为辅助方法
IF 3.3 Q1 Social Sciences Pub Date : 2024-05-04 DOI: 10.1016/j.tine.2024.100227
Pinja Jylänki , Arja Sääkslahti , Pirjo Aunio

Background

This study examined the effects of (1) combined early numeracy and fundamental motor skills (MovEN), (2) early numeracy, and (3) fundamental motor skills intervention programs on children's early mathematical and fundamental motor skills, and how individual background variables affect the effectiveness of these interventions.

Procedure

Together 50 preschoolers participated in the interventions (16 × 45 min sessions). Children's early numeracy, mathematical problem-solving, and fundamental motor skills were measured once before and twice after the interventions.

Main findings

The results showed that the MovEN and early numeracy -interventions were effective in improving children's early numeracy, and mathematical problem-solving. Whereas the MovEN and fundamental motor skills interventions improved children's fundamental motor skills. From individual factors, only updating ability predicted the intervention's effectiveness over and above prior performance.

Conclusion

The results suggest that children's early mathematical and fundamental motor skills can be supported effectively at the same time with the MovEN -intervention.

背景本研究考察了(1)早期算术和基本运动技能(MovEN)、(2)早期算术和(3)基本运动技能干预项目对儿童早期数学和基本运动技能的影响,以及个体背景变量如何影响这些干预措施的有效性。主要发现结果表明,MovEN 和早期算术干预能有效提高儿童的早期算术能力和数学问题解决能力。而 MovEN 和基本运动技能干预则提高了儿童的基本运动技能。从个体因素来看,只有更新能力预测了干预的有效性,而不是先前的表现。
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引用次数: 0
Approaching lifelong learning: An integrated framework for explaining decision-making processes in personal and professional development 走近终身学习:解释个人和职业发展决策过程的综合框架
IF 3.3 Q1 Social Sciences Pub Date : 2024-05-04 DOI: 10.1016/j.tine.2024.100230
Angélica Mendes, Samuel Greiff, Katarzyna Bobrowicz

Background: Individual differences in commitment to lifelong learning, a process aimed at seizing opportunities for self-development, have not been extensively studied. Objective: Our aim is to provide a comprehensive understanding of the decision-making mechanisms involved in pursuing learning for self-development. Method: We conducted a literature review on the taxing nature of cognitive exertion and its impact on the inclination to engage in cognitively demanding tasks for learning, as well as individual differences in sensitivity to aversive or rewarding outcomes inherent in the learning process. Results: Our findings indicate that the Expected Value of Control (EVC) theory can elucidate the former, while research on approach-avoidance motivation can shed light on the latter. Conclusion: We propose and develop an integrated framework that incorporates both lines of research. This framework holds relevance for neuropsychology, experimental psychology, and education psychology, offering theoretical guidance for tailoring learning experiences to enhance engagement and commitment to self-development.

背景:终身学习是一个旨在抓住机遇实现自我发展的过程,但对终身学习承诺的个体差异尚未进行广泛研究。研究目的我们的目的是全面了解为自我发展而学习的决策机制。研究方法我们进行了一项文献综述,内容涉及认知消耗的耗费性质及其对参与认知要求较高的学习任务的倾向的影响,以及学习过程中固有的对厌恶或奖励结果的敏感性的个体差异。结果我们的研究结果表明,控制的预期价值(EVC)理论可以阐明前者,而关于接近-回避动机的研究则可以阐明后者。结论:我们提出并发展了一个综合框架,将这两种研究方法结合在一起。这个框架对神经心理学、实验心理学和教育心理学都有借鉴意义,为定制学习体验提供了理论指导,以提高学习者的参与度和对自我发展的承诺。
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引用次数: 0
Seeing the teacher through my peers' eyes? A social network study on adolescents' teaching quality perceptions 通过同伴的眼睛看老师?关于青少年教学质量感知的社会网络研究
IF 3.3 Q1 Social Sciences Pub Date : 2024-05-01 DOI: 10.1016/j.tine.2024.100224
Lisa Bardach , Zsofia Boda , Claudia Neuendorf , Wolfgang Wagner , Kyle Davison , Ulrich Trautwein

Background

Prior research has documented the pervasive influence that peers can exert on adolescents’ lives. However, knowledge on whether adolescents’ perceptions of the quality of the teacher's instruction are also prone to peer influences is lacking.

Method

This study (N = 248 German adolescents) used longitudinal social network analysis to investigate whether (a) friends become more similar in their teaching quality perceptions (influence effects) and/or whether (b) students with initially more similar perceptions of teaching quality were more likely to become friends (selection effects). We also explored whether (c) students with more positive teaching quality perceptions were better integrated socially.

Results

We did not find support for influence or selection effects. However, students who rated their teacher's instruction more positively were better integrated socially.

Conclusions

Our work adds to research on the role of peers in adolescence and enhances our understanding of peer influences on students’ perceptions of instruction.

背景已有研究表明,同伴对青少年生活的影响无处不在。方法本研究(248 名德国青少年)采用纵向社会网络分析方法,调查(a)朋友是否在教学质量认知方面变得更加相似(影响效应),以及/或者(b)最初对教学质量认知更加相似的学生是否更有可能成为朋友(选择效应)。我们还探讨了(c)对教学质量有更积极看法的学生是否能更好地融入社会。结论我们的研究为有关青春期同伴作用的研究增添了新的内容,并加深了我们对同伴影响学生教学观念的理解。
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引用次数: 0
Difficulty sensitivity replaces reward sensitivity during adolescence: Task-related fMRI and functional connectivity during self-regulative learning choices 青春期对困难的敏感性取代了对奖励的敏感性自我调节学习选择过程中与任务相关的 fMRI 和功能连接
IF 3.3 Q1 Social Sciences Pub Date : 2024-04-17 DOI: 10.1016/j.tine.2024.100223
Esther H.H. Keulers , Luciana Falbo , Anique de Bruin , Peter L.J. Stiers

Aim

We examined age-related differences in valuation and cognitive control circuits during value-based decision-making.

Methods

13-year-olds (N = 25) and 17-year-olds (N = 22) made a metacognitive choice to be tested or not on an upcoming learning task, based on reward and difficulty associated with word-pairs. To investigate whether these determinants of subjective value are differently processed at different ages, we performed region-of-interest(ROI)-based analyses of task-related and functional connectivity data.

Results: We observed age-related differences in responsiveness of valuation structures (amygdala, ventral striatum, ventromedial prefrontal cortex) and caudate nucleus, with activity modulated by reward in 13-year-olds, while in 17-year-olds activity being responsive to difficulty. These accompanied age-related differences in functional connectivity between medial prefrontal and striatal/amygdala seeds.

Discussion

These results are in line with current views that sensitivity changes for reward and difficulty during adolescence are the result of a maturational switch in effort-related signalling in the cognitive control circuit, which increasingly regulates value-signalling structures.

方法 13岁儿童(25人)和17岁儿童(22人)根据与词对相关的奖励和难度,在即将到来的学习任务中做出是否接受测试的元认知选择。为了研究这些主观价值的决定因素在不同年龄段是否有不同的处理方式,我们对任务相关数据和功能连接数据进行了基于兴趣区域(ROI)的分析:我们观察到估值结构(杏仁核、腹侧纹状体、腹外侧前额叶皮层)和尾状核的反应性存在与年龄相关的差异。这些结果与目前的观点一致,即青春期对奖赏和困难的敏感性变化是认知控制回路中与努力相关的信号成熟转换的结果,而认知控制回路越来越多地调节价值信号结构。
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引用次数: 0
期刊
Trends in Neuroscience and Education
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