Pub Date : 2021-12-01DOI: 10.1016/j.tine.2021.100163
Martijn Meeter
Background
The COVID-19 pandemic induced many governments to close schools for months. Evidence so far suggests that learning has suffered as a result. Here, it is investigated whether forms of computer-assisted learning mitigated the decrements in learning observed during the lockdown.
Method
Performance of 53,656 primary school students who used adaptive practicing software for mathematics was compared to performance of similar students in the preceding year.
Results
During the lockdown progress was faster than it had been the year before, contradicting results reported so far. These enhanced gains were correlated with increased use, and remained after the lockdown ended. This was the case for all grades but more so for lower grades and for weak students, but less so for students in schools with disadvantaged populations.
Conclusions
These results suggest that adaptive practicing software may mitigate, or even reverse, the negative effects of school closures on mathematics learning.
{"title":"Primary school mathematics during the COVID-19 pandemic: No evidence of learning gaps in adaptive practicing results","authors":"Martijn Meeter","doi":"10.1016/j.tine.2021.100163","DOIUrl":"10.1016/j.tine.2021.100163","url":null,"abstract":"<div><h3>Background</h3><p>The COVID-19 pandemic induced many governments to close schools for months. Evidence so far suggests that learning has suffered as a result. Here, it is investigated whether forms of computer-assisted learning mitigated the decrements in learning observed during the lockdown.</p></div><div><h3>Method</h3><p>Performance of 53,656 primary school students who used adaptive practicing software for mathematics was compared to performance of similar students in the preceding year.</p></div><div><h3>Results</h3><p>During the lockdown progress was faster than it had been the year before, contradicting results reported so far. These enhanced gains were correlated with increased use, and remained after the lockdown ended. This was the case for all grades but more so for lower grades and for weak students, but less so for students in schools with disadvantaged populations.</p></div><div><h3>Conclusions</h3><p>These results suggest that adaptive practicing software may mitigate, or even reverse, the negative effects of school closures on mathematics learning.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"25 ","pages":"Article 100163"},"PeriodicalIF":3.3,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8487463/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39929939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is evidence indicating beneficial effects of mental simulation on athletic and musical performance. We evaluated whether such beneficial effects of mental simulation generalize to the cognitive domain in terms of embodied (finger-based) numerical representations.
Methods
We assessed 70 preschoolers (36 girls, mean age 5;9) on tasks assessing different basic numerical skills (e.g., counting, cardinality understanding, number composition, etc.) as well as different aspects of finger-based numerical representations. A subgroub completed a mental simulation phase prior to testing finger-based representations.
Results
Children who completed the mental simulation phase, performed better on the tasks assessing finger-based representations compared to, children who did not complete the simulation phase. This held even when controlling for performance in basic numerical skills.
Conclusion
This study provides evidence that beneficial effects of mental simulation generalize to embodied (finger-based) numerical representations. Mental simulation may be useful to integrate in the instruction of basic numerical skills.
{"title":"Mental simulation and its influence on finger-based numerical representations","authors":"Isabella Luise Kreilinger , Korbinian Moeller , Silvia Pixner","doi":"10.1016/j.tine.2021.100167","DOIUrl":"10.1016/j.tine.2021.100167","url":null,"abstract":"<div><h3>Background</h3><p>There is evidence indicating beneficial effects of mental simulation on athletic and musical performance. We evaluated whether such beneficial effects of mental simulation generalize to the cognitive domain in terms of embodied (finger-based) numerical representations.</p></div><div><h3>Methods</h3><p>We assessed 70 preschoolers (36 girls, mean age 5;9) on tasks assessing different basic numerical skills (e.g., counting, cardinality understanding, number composition, etc.) as well as different aspects of finger-based numerical representations. A subgroub completed a mental simulation phase prior to testing finger-based representations.</p></div><div><h3>Results</h3><p>Children who completed the mental simulation phase, performed better on the tasks assessing finger-based representations compared to, children who did not complete the simulation phase. This held even when controlling for performance in basic numerical skills.</p></div><div><h3>Conclusion</h3><p>This study provides evidence that beneficial effects of mental simulation generalize to embodied (finger-based) numerical representations. Mental simulation may be useful to integrate in the instruction of basic numerical skills.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"25 ","pages":"Article 100167"},"PeriodicalIF":3.3,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39929937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.1016/j.tine.2021.100162
Venera Gashaj , Laura C. Dapp , Dragan Trninic , Claudia M. Roebers
We examined the relation between different kinds of play behavior (video games, exergames, board games) in kindergarten (T1) and components of executive function (EF; inhibition, switching, verbal and visuospatial updating) in kindergarten and second grade (T1 and T2). Ninety-seven children participated in this longitudinal study. Parents were asked to complete a questionnaire regarding children's play behavior, reporting frequency, duration, and game type. The results indicate that play behavior is associated with EF development in children; however, only exergames, electronic puzzle games, and board games predicted EF at T2. Additionally, the time spent on electronic games was negatively related to visuospatial updating at T1 but did not predict EF at T2. The results support further investigation of a potential link between board game and exergame play behavior and EF development.
{"title":"The effect of video games, exergames and board games on executive functions in kindergarten and 2nd grade: An explorative longitudinal study","authors":"Venera Gashaj , Laura C. Dapp , Dragan Trninic , Claudia M. Roebers","doi":"10.1016/j.tine.2021.100162","DOIUrl":"10.1016/j.tine.2021.100162","url":null,"abstract":"<div><p>We examined the relation between different kinds of play behavior (video games, exergames, board games) in kindergarten (T1) and components of executive function (EF; inhibition, switching, verbal and visuospatial updating) in kindergarten and second grade (T1 and T2). Ninety-seven children participated in this longitudinal study. Parents were asked to complete a questionnaire regarding children's play behavior, reporting frequency, duration, and game type. The results indicate that play behavior is associated with EF development in children; however, only exergames, electronic puzzle games, and board games predicted EF at T2. Additionally, the time spent on electronic games was negatively related to visuospatial updating at T1 but did not predict EF at T2. The results support further investigation of a potential link between board game and exergame play behavior and EF development.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"25 ","pages":"Article 100162"},"PeriodicalIF":3.3,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949321000144/pdfft?md5=16c1b492c96d13e8132cd569be7fc2fc&pid=1-s2.0-S2211949321000144-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39677615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.1016/j.tine.2021.100165
Rebecca H. Bauer , Ansley T. Gilpin , Rachel B. Thibodeau-Nielsen
Background
Policy makers have long considered how to best educate children for success. Thus, this research explored whether imaginative play serves as a positive context for developing executive functions (EF) and prosocial behaviors necessary for academic success. Specifically, we hypothesized that EF would explain links between imaginative play and prosocial behaviors.
Method
284 preschool children and their teachers completed measures of imaginative play, EF, and prosocial behaviors. Structural Equation Modeling examined mediational links between these constructs.
Results
Imaginative play predicted both hot and cool EF, as well as prosocial behavior, even after controlling for age and vocabulary; furthermore, the relationship between imaginative play and prosocial behavior was fully mediated by hot EF.
Conclusion
Results suggest that imaginative play may serve as a positive context for developing EF and prosocial behaviors. Curricula and teachers should consider encouraging imaginative play to facilitate the development of EF and prosocial behaviors.
{"title":"Executive functions and imaginative play: Exploring relations with prosocial behaviors using structural equation modeling","authors":"Rebecca H. Bauer , Ansley T. Gilpin , Rachel B. Thibodeau-Nielsen","doi":"10.1016/j.tine.2021.100165","DOIUrl":"10.1016/j.tine.2021.100165","url":null,"abstract":"<div><h3>Background</h3><p><span>Policy makers have long considered how to best educate children for success. Thus, this research explored whether imaginative play serves as a positive context for developing executive functions (EF) and </span>prosocial behaviors necessary for academic success. Specifically, we hypothesized that EF would explain links between imaginative play and prosocial behaviors.</p></div><div><h3>Method</h3><p>284 preschool children and their teachers completed measures of imaginative play, EF, and prosocial behaviors. Structural Equation Modeling examined mediational links between these constructs.</p></div><div><h3>Results</h3><p>Imaginative play predicted both hot and cool EF, as well as prosocial behavior, even after controlling for age and vocabulary; furthermore, the relationship between imaginative play and prosocial behavior was fully mediated by hot EF.</p></div><div><h3>Conclusion</h3><p>Results suggest that imaginative play may serve as a positive context for developing EF and prosocial behaviors. Curricula and teachers should consider encouraging imaginative play to facilitate the development of EF and prosocial behaviors.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"25 ","pages":"Article 100165"},"PeriodicalIF":3.3,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39677616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01DOI: 10.1016/j.tine.2021.100156
H.Q. Chim , Renate H.M. de Groot , Pascal W.M. Van Gerven , Mirjam G.A. oude Egbrink , Roy H.J. Erkens , Ulrike von Rango , Jos L.V. Broers , Hans H.C.M. Savelberg
Background
Standing desks have been brought into the education environment to reduce sedentary behavior among students. The current study explored the effects of standing in tutorial group meetings on learning among undergraduate students.
Methods
Ninety-six participants were randomly allocated to a Sit or Stand group, with 2 h tutorial group meetings scheduled, once or twice per week, for nine weeks. Learning was analyzed using exam grades, concept maps, and tutorial interactions.
Results
Overall, the Sit and Stand groups did not differ from each other in terms of learning, measured through their exam, concept map, and the use of learning-oriented interactions.
Conclusion
Standing in tutorial group meetings neither enhanced nor compromised learning. Considering the health risks associated with prolonged sedentary behavior, offering standing tutorial group meetings to undergraduate students is a recommended solution to break up prolonged sedentary behavior and encourage more physical activity, while maintaining the learning performance of students.
{"title":"The effects of standing in tutorial group meetings on learning: A randomized controlled trial","authors":"H.Q. Chim , Renate H.M. de Groot , Pascal W.M. Van Gerven , Mirjam G.A. oude Egbrink , Roy H.J. Erkens , Ulrike von Rango , Jos L.V. Broers , Hans H.C.M. Savelberg","doi":"10.1016/j.tine.2021.100156","DOIUrl":"10.1016/j.tine.2021.100156","url":null,"abstract":"<div><h3>Background</h3><p>Standing desks have been brought into the education environment to reduce sedentary behavior among students. The current study explored the effects of standing in tutorial group meetings on learning among undergraduate students.</p></div><div><h3>Methods</h3><p>Ninety-six participants were randomly allocated to a Sit or Stand group, with 2 h tutorial group meetings scheduled, once or twice per week, for nine weeks. Learning was analyzed using exam grades, concept maps, and tutorial interactions.</p></div><div><h3>Results</h3><p>Overall, the Sit and Stand groups did not differ from each other in terms of learning, measured through their exam, concept map, and the use of learning-oriented interactions.</p></div><div><h3>Conclusion</h3><p>Standing in tutorial group meetings neither enhanced nor compromised learning. Considering the health risks associated with prolonged sedentary behavior, offering standing tutorial group meetings to undergraduate students is a recommended solution to break up prolonged sedentary behavior and encourage more physical activity, while maintaining the learning performance of students.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"24 ","pages":"Article 100156"},"PeriodicalIF":3.3,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2021.100156","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39328132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01DOI: 10.1016/j.tine.2021.100159
Mohd Nor Syahrir Abdullah , Mageswary Karpudewan , Bala Murali Tanimale
Advances in neuroscience studies have brought new insights into the development of Executive Functions (EFs) of the brain and its influence on understanding science concepts. This study was conducted to examine the relationships between three main components of EF: working memory, inhibition, set-shifting and understanding of Force concepts among adolescents. This study also investigated how gender mediates the relationships between the components of EF and understanding. Cambridge Neuropsychological Test Automated Battery was used to assess students' level of working memory, inhibition, and set-shifting. The Force Concept Test measured students understanding. Smart-PLS analysis was employed to examine the relationships between the three components of EF and understanding; and how gender mediates the relationships. The result reveals that working memory significantly relates to students’ understanding of Force concepts in a positive direction. On the contrary, both set-shifting and inhibition exhibit non-significant relationships. The findings also demonstrate that gender does not significantly mediate the relationships. The findings are useful for Physics teachers to guide them through designing the curriculum and opting for an appropriate pedagogical strategy considering the role of the components of EF for teaching the lessons on Force.
{"title":"Executive function of the brain and its influences on understanding of physics concept","authors":"Mohd Nor Syahrir Abdullah , Mageswary Karpudewan , Bala Murali Tanimale","doi":"10.1016/j.tine.2021.100159","DOIUrl":"10.1016/j.tine.2021.100159","url":null,"abstract":"<div><p>Advances in neuroscience studies have brought new insights into the development of Executive Functions (EFs) of the brain and its influence on understanding science concepts. This study was conducted to examine the relationships between three main components of EF: working memory, inhibition, set-shifting and understanding of Force concepts among adolescents. This study also investigated how gender mediates the relationships between the components of EF and understanding. Cambridge Neuropsychological Test Automated Battery was used to assess students' level of working memory, inhibition, and set-shifting. The Force Concept Test measured students understanding. Smart-PLS analysis was employed to examine the relationships between the three components of EF and understanding; and how gender mediates the relationships. The result reveals that working memory significantly relates to students’ understanding of Force concepts in a positive direction. On the contrary, both set-shifting and inhibition exhibit non-significant relationships. The findings also demonstrate that gender does not significantly mediate the relationships. The findings are useful for Physics teachers to guide them through designing the curriculum and opting for an appropriate pedagogical strategy considering the role of the components of EF for teaching the lessons on Force.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"24 ","pages":"Article 100159"},"PeriodicalIF":3.3,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2021.100159","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39328133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01DOI: 10.1016/j.tine.2021.100157
Adam John Privitera
Background
Including neuroscience concepts in teacher training has continued to gain interest. While many studies advocate for this, little is known about currently published research.
Methods
The framework for a scoping review was followed in order to generate a more comprehensive understanding of current research on neuroscience training for teachers. The present study aims to: (1) describe the scope of existing research; (2) summarize findings; and (3) provide recommendations for future inquiry.
Results
Limited studies and methodological issues prevent strong conclusions from being drawn about the impact of this training although most results are promising.
Conclusions
This scoping review provides the first comprehensive summary of the existing research on neuroscience training for teachers and discusses a number of considerations for improving future research in this area.
{"title":"A scoping review of research on neuroscience training for teachers","authors":"Adam John Privitera","doi":"10.1016/j.tine.2021.100157","DOIUrl":"10.1016/j.tine.2021.100157","url":null,"abstract":"<div><h3>Background</h3><p>Including neuroscience concepts in teacher training has continued to gain interest. While many studies advocate for this, little is known about currently published research.</p></div><div><h3>Methods</h3><p>The framework for a scoping review was followed in order to generate a more comprehensive understanding of current research on neuroscience training for teachers. The present study aims to: (1) describe the scope of existing research; (2) summarize findings; and (3) provide recommendations for future inquiry.</p></div><div><h3>Results</h3><p>Limited studies and methodological issues prevent strong conclusions from being drawn about the impact of this training although most results are promising.</p></div><div><h3>Conclusions</h3><p>This scoping review provides the first comprehensive summary of the existing research on neuroscience training for teachers and discusses a number of considerations for improving future research in this area.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"24 ","pages":"Article 100157"},"PeriodicalIF":3.3,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2021.100157","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39328135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Young children can be trained in executive function (EF) using specific educational programs, but it is unclear whether play-based programs enhance EF.
Method
This study investigated the effectiveness of play programs on EF development in Japanese preschool children. Specifically, we used a dramatic play program and a music play program focused on the development of children's self-directedness, and compared to a control group who received an educational program without self-directedness. Children received a 30-minute lesson for over six weeks (a total of 30 lessons). Pre- and post-test measures of EF performance (working memory, inhibitory control, cognitive shifting) were administered to all children.
Results
We found that children who received the dramatic play and music play programs showed significant improvements in performances of working memory and inhibitory control compared to those in a control group.
Conclusion
Daily play programs that focus on children's self-directedness can promote children's EF development.
{"title":"Self-directed dramatic and music play programs enhance executive function in Japanese children","authors":"Taku Kosokabe , Makoto Mizusaki , Wakako Nagaoka , Miwa Honda , Noriyuki Suzuki , Reiko Naoi , Yusuke Moriguchi","doi":"10.1016/j.tine.2021.100158","DOIUrl":"10.1016/j.tine.2021.100158","url":null,"abstract":"<div><h3>Background</h3><p>Young children<span> can be trained in executive function (EF) using specific educational programs, but it is unclear whether play-based programs enhance EF.</span></p></div><div><h3>Method</h3><p>This study investigated the effectiveness of play programs on EF development in Japanese preschool children. Specifically, we used a dramatic play program and a music play program focused on the development of children's self-directedness, and compared to a control group who received an educational program without self-directedness. Children received a 30-minute lesson for over six weeks (a total of 30 lessons). Pre- and post-test measures of EF performance (working memory, inhibitory control, cognitive shifting) were administered to all children.</p></div><div><h3>Results</h3><p>We found that children who received the dramatic play and music play programs showed significant improvements in performances of working memory and inhibitory control compared to those in a control group.</p></div><div><h3>Conclusion</h3><p>Daily play programs that focus on children's self-directedness can promote children's EF development.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"24 ","pages":"Article 100158"},"PeriodicalIF":3.3,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2021.100158","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39328134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.1016/j.tine.2021.100154
Amanda L. McGowan, Madison C. Chandler, Matthew B. Pontifex
Background
Aerobic fitness relates to superior math achievement, but the underlying reasons remain unclear. This study tested how more efficient processing (efficiency hypothesis) or enhanced allocation of cognitive resources (resources hypothesis) underly fitness-related differences in arithmetic cognition in a sample of 138 college-aged adults.
Method
Participants completed an arithmetic task while pupillary measures were recorded prior to an aerobic fitness test.
Results
Higher aerobic fitness was associated with shorter reaction time for all problems and greater pupillary reactivity for problems requiring approximate and exact arithmetic.
Conclusions
Superior aerobic fitness relates to greater cognitive resources available to execute exact and approximate arithmetic faster. Fitness-related differences in math achievement may be driven by the cognitive resources underlying arithmetic strategy. These differences may extend beyond educational achievement and affect the motivation to engage in health behaviors based on quantitative information. Thus, improving cardiovascular fitness has the potential to also ameliorate health numeracy.
{"title":"Aerobic fitness relates to superior exact and approximate arithmetic processing in college-aged adults","authors":"Amanda L. McGowan, Madison C. Chandler, Matthew B. Pontifex","doi":"10.1016/j.tine.2021.100154","DOIUrl":"10.1016/j.tine.2021.100154","url":null,"abstract":"<div><h3>Background</h3><p>Aerobic fitness relates to superior math achievement, but the underlying reasons remain unclear. This study tested how more efficient processing (efficiency hypothesis) or enhanced allocation of cognitive resources (resources hypothesis) underly fitness-related differences in arithmetic cognition in a sample of 138 college-aged adults.</p></div><div><h3>Method</h3><p>Participants completed an arithmetic task while pupillary measures were recorded prior to an aerobic fitness test.</p></div><div><h3>Results</h3><p>Higher aerobic fitness was associated with shorter reaction time for all problems and greater pupillary reactivity for problems requiring approximate and exact arithmetic.</p></div><div><h3>Conclusions</h3><p>Superior aerobic fitness relates to greater cognitive resources available to execute exact and approximate arithmetic faster. Fitness-related differences in math achievement may be driven by the cognitive resources underlying arithmetic strategy. These differences may extend beyond educational achievement and affect the motivation to engage in health behaviors based on quantitative information. Thus, improving cardiovascular fitness has the potential to also ameliorate health numeracy.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"23 ","pages":"Article 100154"},"PeriodicalIF":3.3,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2021.100154","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38994193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.1016/j.tine.2021.100155
Satyavi Bissessar, Farid F Youssef
Background
The current COVID-19 pandemic and proliferation of misinformation regarding science highlights the importance of improving general science literacy. The continued preponderance of neuromyths among educators is of concern, especially in lower- and middle-income countries.
Method
Using an adapted questionnaire, a cross-sectional survey was conducted among teachers in a small island developing state in the Caribbean.
Results
Two-thirds of the sample were unable to recognise at least 50% of the myths. Regression analysis demonstrated that higher scores in brain knowledge and exposure to prior teacher-training increased belief in neuromyths. On the other hand, specific in-service training pertaining to educational neuroscience improved scores.
Conclusion
Neuromyths are prevalent among teachers and appear to inform their teaching practice. Further research needs to be conducted to explore not just the prevalence of these myths but in what ways they may be impacting teaching and learning outcomes in the classroom.
{"title":"A cross-sectional study of neuromyths among teachers in a Caribbean nation","authors":"Satyavi Bissessar, Farid F Youssef","doi":"10.1016/j.tine.2021.100155","DOIUrl":"10.1016/j.tine.2021.100155","url":null,"abstract":"<div><h3>Background</h3><p>The current COVID-19 pandemic and proliferation of misinformation regarding science highlights the importance of improving general science literacy. The continued preponderance of neuromyths among educators is of concern, especially in lower- and middle-income countries.</p></div><div><h3>Method</h3><p>Using an adapted questionnaire, a cross-sectional survey was conducted among teachers in a small island developing state in the Caribbean.</p></div><div><h3>Results</h3><p>Two-thirds of the sample were unable to recognise at least 50% of the myths. Regression analysis<span> demonstrated that higher scores in brain knowledge and exposure to prior teacher-training increased belief in neuromyths. On the other hand, specific in-service training pertaining to educational neuroscience improved scores.</span></p></div><div><h3>Conclusion</h3><p>Neuromyths are prevalent among teachers and appear to inform their teaching practice. Further research needs to be conducted to explore not just the prevalence of these myths but in what ways they may be impacting teaching and learning outcomes in the classroom.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"23 ","pages":"Article 100155"},"PeriodicalIF":3.3,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2021.100155","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38994191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}