Trends in Neuroscience and Education最新文献

英文中文

Early childhood educators’ use of neuroscience: Knowledge, attitudes, self-efficacy and professional learning 幼儿教育工作者对神经科学的运用：知识、态度、自我效能感与专业学习

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-03-01 Epub 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.

早期大脑发育的知识在幼儿教育中越来越重要，但目前还没有研究只关注幼儿教育者的神经科学知识和态度。方法对524名澳大利亚幼儿教育工作者进行神经科学知识、态度、自我效能感、知识来源、培训需求等方面的调查。结果虽然教育工作者有相关的认识，但普遍存在“神经神话”。无论他们的社会人口背景如何，参与者都对神经科学持强烈的积极态度。拥有学士或更高学位的参与者，以及那些处于领导地位的参与者，有更高的神经素养和自我效能感。不到四分之一的人表示在他们的职前培训中接受了足够的神经科学内容。结论虽然在幼儿教育中应用神经科学有政策要求和积极的态度，但目前该部门受到有限的职前培训内容和在职专业学习不足的阻碍。需要进一步的跨学科工作来解决这些差距。

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引用次数: 0

Lu.i – A low-cost electronic neuron for education and outreach 陆。一种用于教育和推广的低成本电子神经元

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-03-01 Epub Date: 2025-01-31 DOI: 10.1016/j.tine.2025.100248

Yannik Stradmann , Julian Göltz , Mihai A. Petrovici , Johannes Schemmel , Sebastian Billaudelle

With increasing presence of science throughout all parts of society, there are rising expectations for researchers to effectively communicate their work and for teachers to discuss contemporary findings in their classrooms. While the community can resort to established teaching aids for the fundamental concepts of most natural sciences, there is need for similarly illustrative demonstrators in neuroscience. We therefore introduce Lu.i: a parametrizable electronic implementation of the leaky integrate-and-fire neuron model in an engaging form factor. These palm-sized neurons can be used to visualize and experience the dynamics of individual cells and small networks. When stimulated with sensory input, Lu.i demonstrates brain-inspired information processing in the hands of a student. As such, it is actively used at workshops, in classrooms, and for science communication. As a versatile tool for teaching and outreach, Lu.i nurtures the comprehension of neuroscience research and neuromorphic engineering among future generations of scientists and the general public.

随着科学越来越多地出现在社会的各个方面，人们对研究人员有效地交流他们的工作以及教师在课堂上讨论当代发现的期望越来越高。虽然科学界可以借助已建立的教学工具来学习大多数自然科学的基本概念，但在神经科学中也需要类似的说明性示范。因此，我们介绍卢。I：一个可参数化的电子实现的泄漏集成和发射神经元模型在一个引人入胜的形式因素。这些手掌大小的神经元可以用来可视化和体验单个细胞和小网络的动态。当受到感官输入刺激时，卢。我在学生手中展示了大脑启发的信息处理。因此，它被积极地用于研讨会、教室和科学传播。作为一个多功能的教学和推广工具，陆。它培养了未来几代科学家和公众对神经科学研究和神经形态工程的理解。

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引用次数: 0

In-service teachers’ neuroscience literacy in Hungary: A large-scale cross-sectional study 匈牙利在职教师神经科学素养：一项大规模横断面研究

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-03-01 Epub 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.

这是第一项评估神经素养的研究，即匈牙利在职教师中神经神话（NMs）和大脑常识（GKAB）的流行程度。方法参与者（n = 734）完成了一项在线调查，该调查改编自广泛使用的神经素养问卷。为进行国际比较进行了范围审查。采用logistic回归分析NMs患病率与预测因素之间的关系。结果NM的错误评分为59.7%，而GKAB的正确反应评分为77.1%。与其他国家相比，我们发现NM的认可水平最高，但在GKAB上得分最高，排名第三。接受NMs与阅读科学期刊和感知神经素养显著相关。结论匈牙利在职教师比其他国家的教师更容易相信神经神话（尤其是与运动功能有关的神话）。进一步的研究应该调查运动疗法的流行对NMs信念的影响。

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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 : 2024-12-01 Epub 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

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 : 2024-12-01 Epub 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 : 2024-12-01 Epub 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

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 Epub Date: 2024-10-24 DOI: 10.1016/j.tine.2024.100244

Julie Vaisarova, Stephanie M. Carlson

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 : 2024-12-01 Epub 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

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

Trends in Neuroscience and Education

Pub Date : 2024-09-01 Epub 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

Trends in Neuroscience and Education

Pub Date : 2024-09-01 Epub 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

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