Michael S. C. Thomas, Paul Howard‐Jones, Jeremy Dudman‐Jones, Lucy R. J. Palmer, Astrid E. J. Bowen, Roisin C. Perry
In this article, we give an overview of translational educational neuroscience (mind, brain, and education) in the United Kingdom. We consider the state of translation, describing respectively the state of the dialogue between researchers and educators, the state of evaluation of approaches to improve educational outcomes, and the state of innovation in research translation. We consider the teacher perspective. What do UK teachers think about educational neuroscience and its potential for informing classroom practice, and how do ideas about pedagogical approaches feature among their everyday concerns? We describe the results of a recent survey from a representative sample of over 1,000 UK teachers, and a case study of a UK high school teacher who employs educational neuroscience in his practice and what this entails. Lastly, we consider the policy perspective and assess the recent move by the UK government to introduce knowledge of cognitive science into initial and early‐career teacher training.
{"title":"Evidence, Policy, Education, and Neuroscience—The State of Play in the UK","authors":"Michael S. C. Thomas, Paul Howard‐Jones, Jeremy Dudman‐Jones, Lucy R. J. Palmer, Astrid E. J. Bowen, Roisin C. Perry","doi":"10.1111/mbe.12423","DOIUrl":"https://doi.org/10.1111/mbe.12423","url":null,"abstract":"In this article, we give an overview of translational educational neuroscience (mind, brain, and education) in the United Kingdom. We consider the state of <jats:italic>translation</jats:italic>, describing respectively the state of the dialogue between researchers and educators, the state of evaluation of approaches to improve educational outcomes, and the state of innovation in research translation. We consider <jats:italic>the teacher perspective</jats:italic>. What do UK teachers think about educational neuroscience and its potential for informing classroom practice, and how do ideas about pedagogical approaches feature among their everyday concerns? We describe the results of a recent survey from a representative sample of over 1,000 UK teachers, and a case study of a UK high school teacher who employs educational neuroscience in his practice and what this entails. Lastly, we consider the <jats:italic>policy perspective</jats:italic> and assess the recent move by the UK government to introduce knowledge of cognitive science into initial and early‐career teacher training.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141949322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amanda Martinez‐Lincoln, Andrea N. Burgess, Laurie E. Cutting
As the field of educational neuroscience continues to expand, novel neuroscientific methods are met with both exhilaration and concern. Further, students who experience the greatest educational disparities (e.g., students from diverse linguistic backgrounds) are often the least represented in educational research, calling into question the generalizability of results. The current special issue highlights the importance of the utilization of novel experimental methods and inclusion of underrepresented samples in educational neuroscience. In this introduction to the special issue, we emphasize the importance of these studies in moving the field forward. We also provide a review of the included studies, as well as summarize the implications of these included studies to in the field of educational neuroscience.
{"title":"Underutilized Techniques and Underrepresented Samples in Educational Neuroscience Research: An Introduction to the Special Issue","authors":"Amanda Martinez‐Lincoln, Andrea N. Burgess, Laurie E. Cutting","doi":"10.1111/mbe.12425","DOIUrl":"https://doi.org/10.1111/mbe.12425","url":null,"abstract":"As the field of educational neuroscience continues to expand, novel neuroscientific methods are met with both exhilaration and concern. Further, students who experience the greatest educational disparities (e.g., students from diverse linguistic backgrounds) are often the least represented in educational research, calling into question the generalizability of results. The current special issue highlights the importance of the utilization of novel experimental methods and inclusion of underrepresented samples in educational neuroscience. In this introduction to the special issue, we emphasize the importance of these studies in moving the field forward. We also provide a review of the included studies, as well as summarize the implications of these included studies to in the field of educational neuroscience.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141881847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Do Hyong Koh, Zhen Xu, Jiahui Wang, Andrea N. Burgess, Amanda Seccia, Matthew Schneps, Marc Pomplun, Richard Lamb, Andreas Keil, Kara Dawson, Pavlo Antonenko
This article describes a novel method for quantifying fixation disparity and evaluates its role in visuospatial cognition during an authentic learning task, specifically, the determination of molecule chirality in organic chemistry involving mental rotation and pattern comparison. The first study examined the influence of molecular model dimensionality (2D vs. 3D) on chirality determination performance and visual attention of 55 participants. The second study explored how the sustained playing of the tile‐matching game Mahjong, a pattern comparison game, can affect visual attention and visuospatial performance during the chirality determination task of 59 participants. Fixation disparity was one of the eye tracking variables explored. Both studies revealed that (1) individuals with higher fixation disparity underperformed on the chirality task, which involves mental rotation and pattern comparison, and (2) fixation disparity improved over time in participants who played Mahjong. This work provides important implications for using fixation disparity as a possible biomarker of visuospatial performance.
{"title":"Fixation Disparity: A Possible Index of Visuospatial Cognition during Authentic Learning Tasks","authors":"Do Hyong Koh, Zhen Xu, Jiahui Wang, Andrea N. Burgess, Amanda Seccia, Matthew Schneps, Marc Pomplun, Richard Lamb, Andreas Keil, Kara Dawson, Pavlo Antonenko","doi":"10.1111/mbe.12424","DOIUrl":"https://doi.org/10.1111/mbe.12424","url":null,"abstract":"This article describes a novel method for quantifying fixation disparity and evaluates its role in visuospatial cognition during an authentic learning task, specifically, the determination of molecule chirality in organic chemistry involving mental rotation and pattern comparison. The first study examined the influence of molecular model dimensionality (2D vs. 3D) on chirality determination performance and visual attention of 55 participants. The second study explored how the sustained playing of the tile‐matching game Mahjong, a pattern comparison game, can affect visual attention and visuospatial performance during the chirality determination task of 59 participants. Fixation disparity was one of the eye tracking variables explored. Both studies revealed that (1) individuals with higher fixation disparity underperformed on the chirality task, which involves mental rotation and pattern comparison, and (2) fixation disparity improved over time in participants who played Mahjong. This work provides important implications for using fixation disparity as a possible biomarker of visuospatial performance.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141782383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Patrícia Batista, Pedro Ribeiro, Ana Moreno, Patrícia Oliveira‐Silva
The concept of sustainability has been gaining prominence due to its social, economic, and environmental implications. The urgency surrounding this issue continues to mount as we strive to achieve the Sustainable Development Goals outlined in the 2030 Agenda. To achieve these goals, it is imperative to harness scientific knowledge and innovative educational approaches. Pedagogical approaches can be a powerful ally to behavioral change, playing a decisive role in educating sustainable communities. Concurrently, neuroscientific basis has been used as a relevant tool to foster knowledge on human behavior, namely value attribution and decision‐making. In this work, we emphasize the construction of 1‐day workshops with high school students, focusing on neuro‐based processes underlying sustainable choices. Several innovative pedagogical methods have been employed to encourage the development of critical knowledge and promote the adoption of more sustainable behavior. This article discusses the connection between sustainable consumption and neuroscience, highlighting the vital role of education in shaping the consciousness of responsible citizens. The diversity of educational activities, the stimulation of creativity, and critical thinking cannot only improve the acquisition of concepts but also contribute to the education of citizens who are informed and capable of making responsible and conscious decisions.
{"title":"Education for Sustainability: The Role of Education and Neurosciences","authors":"Patrícia Batista, Pedro Ribeiro, Ana Moreno, Patrícia Oliveira‐Silva","doi":"10.1111/mbe.12422","DOIUrl":"https://doi.org/10.1111/mbe.12422","url":null,"abstract":"The concept of sustainability has been gaining prominence due to its social, economic, and environmental implications. The urgency surrounding this issue continues to mount as we strive to achieve the Sustainable Development Goals outlined in the 2030 Agenda. To achieve these goals, it is imperative to harness scientific knowledge and innovative educational approaches. Pedagogical approaches can be a powerful ally to behavioral change, playing a decisive role in educating sustainable communities. Concurrently, neuroscientific basis has been used as a relevant tool to foster knowledge on human behavior, namely value attribution and decision‐making. In this work, we emphasize the construction of 1‐day workshops with high school students, focusing on neuro‐based processes underlying sustainable choices. Several innovative pedagogical methods have been employed to encourage the development of critical knowledge and promote the adoption of more sustainable behavior. This article discusses the connection between sustainable consumption and neuroscience, highlighting the vital role of education in shaping the consciousness of responsible citizens. The diversity of educational activities, the stimulation of creativity, and critical thinking cannot only improve the acquisition of concepts but also contribute to the education of citizens who are informed and capable of making responsible and conscious decisions.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141571850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Perceptual learning theory suggests that perceptual grouping in mathematical expressions can direct students' attention toward specific parts of problems, thus impacting their mathematical reasoning. Using in‐lab eye tracking and a sample of 85 undergraduates from a STEM‐focused university, we investigated how higher‐order operator position (HOO; i.e., multiplication/division operators and the presence of superfluous brackets impacted students' time to first fixation to the HOO, response time, and percent of correct responses). Students solved order‐of‐operations problems presented in six ways (3 HOO positions × presence of brackets). We found that HOO position and presence of superfluous brackets had separate and combined impacts on calculating arithmetic expressions. Superfluous brackets most influenced undergraduates' performance when higher‐order operators were located in the center of mathematical expressions. Implications for learning and future directions are discussed about observing eye movements and gaining insights into students' processes when solving arithmetic expressions.
{"title":"Mathematics Presentation Matters: How Superfluous Brackets and Higher‐order Operator Position in Mathematics Can Impact Arithmetic Performance","authors":"Alena Egorova, Vy Ngo, Allison S. Liu, Molly Mahoney, Justine Moy, Erin Ottmar","doi":"10.1111/mbe.12421","DOIUrl":"https://doi.org/10.1111/mbe.12421","url":null,"abstract":"Perceptual learning theory suggests that perceptual grouping in mathematical expressions can direct students' attention toward specific parts of problems, thus impacting their mathematical reasoning. Using in‐lab eye tracking and a sample of 85 undergraduates from a STEM‐focused university, we investigated how higher‐order operator position (HOO; i.e., multiplication/division operators and the presence of superfluous brackets impacted students' time to first fixation to the HOO, response time, and percent of correct responses). Students solved order‐of‐operations problems presented in six ways (3 HOO positions × presence of brackets). We found that HOO position and presence of superfluous brackets had separate and combined impacts on calculating arithmetic expressions. Superfluous brackets most influenced undergraduates' performance when higher‐order operators were located in the center of mathematical expressions. Implications for learning and future directions are discussed about observing eye movements and gaining insights into students' processes when solving arithmetic expressions.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For two decades, the field of Mind, Brain and Education (MBE) has shed light on learning mechanisms. However, the direct involvement of young learners in the design and creation of research projects, while steadily emerging, is still rare. More researchers are beginning to see the benefits of co‐construction of not only research questions but also experimental design and analysis based on young learners' ideas. Recognizing that learning is inseparable from social relationships and well‐being, the papers in this special issue respond to two main questions: (1) Why co‐production? (2) How is co‐production achieved? We hope that this special issue will invite discussions about the different domains within MBE research in which learners' input and collaboration can be valuable. We invite readers to take into consideration the diversity of methods which are represented in this special issue to engage young learners and collect their perspectives.
{"title":"Involving Young Learners in Mind, Brain and Education Research","authors":"Jessica Massonnié, Tracey Tokuhama‐Espinosa, Liory Fern‐Pollak","doi":"10.1111/mbe.12413","DOIUrl":"https://doi.org/10.1111/mbe.12413","url":null,"abstract":"For two decades, the field of Mind, Brain and Education (MBE) has shed light on learning mechanisms. However, the direct involvement of young learners in the design and creation of research projects, while steadily emerging, is still rare. More researchers are beginning to see the benefits of co‐construction of not only research questions but also experimental design and analysis based on young learners' ideas. Recognizing that learning is inseparable from social relationships and well‐being, the papers in this special issue respond to two main questions: (1) <jats:italic>Why co‐production?</jats:italic> (2) <jats:italic>How is co‐production achieved?</jats:italic> We hope that this special issue will invite discussions about the different domains within MBE research in which learners' input and collaboration can be valuable. We invite readers to take into consideration the diversity of methods which are represented in this special issue to engage young learners and collect their perspectives.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140933429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As the field of Mind, Brain, and Education (MBE) continues to grow, MBE researchers have begun expanding the scope of their investigations and approaches. One such development is the establishment of collaborative partnership with young learners, both to inform research practices and to develop student‐researchers. We explore how middle school students (ages 12 to 14 years) engage in MBE research through an assistantship program, initiated through a unique research‐practice partnership that embeds MBE researchers and an electrophysiology laboratory into a school. In this program, student‐researchers learn about experimental methods, assist with university research protocols, and drive independent projects. Here, we detail this program and report on its impact from both the teacher and student‐researcher perspectives. Overall, we find that daily involvement in scientific research aids the holistic development of student‐researchers by fostering academic and nonacademic skills that may transcend formal learning environments.
{"title":"Impacts of Involving Young Learners in Mind, Brain, and Education Research","authors":"Radhika S. Gosavi, Elizabeth Y. Toomarian","doi":"10.1111/mbe.12412","DOIUrl":"https://doi.org/10.1111/mbe.12412","url":null,"abstract":"As the field of Mind, Brain, and Education (MBE) continues to grow, MBE researchers have begun expanding the scope of their investigations and approaches. One such development is the establishment of collaborative partnership with young learners, both to inform research practices and to develop student‐researchers. We explore how middle school students (ages 12 to 14 years) engage in MBE research through an assistantship program, initiated through a unique research‐practice partnership that embeds MBE researchers and an electrophysiology laboratory into a school. In this program, student‐researchers learn about experimental methods, assist with university research protocols, and drive independent projects. Here, we detail this program and report on its impact from both the teacher and student‐researcher perspectives. Overall, we find that daily involvement in scientific research aids the holistic development of student‐researchers by fostering academic and nonacademic skills that may transcend formal learning environments.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140881580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kaja K. Jasińska, Shakhlo Nematova, Henry Brice, Xinyi Yang
Phonological awareness (PA) is an important predictor and outcome of reading. Yet, little is known about the reciprocal relation between PA and reading across development without consistent reading experience (e.g., as a result of limited access to quality education and late enrolment in school). We tested the hypothesis that variable reading experience in childhood influences neural activation in regions involved in language and reading processing—left frontal and temporoparietal cortex. Sixty‐nine primary‐school children (Mage = 10.4) from rural low‐literacy communities in Côte d'Ivoire completed a PA task while undergoing functional near‐infrared spectroscopy neuroimaging (fNIRS) neuroimaging and a reading battery. We observed differences in left inferior frontal and bilateral temporoparietal activation for younger versus older children with similar reading skills, suggesting neural activations for phonological processing depends on the age when children have reading experience. Without consistent access to quality education, children may miss out on reciprocal interactions between phonological processing and reading shaping language processing in the brain.
语音意识（PA）是阅读的重要预测因素和结果。然而，在没有持续阅读经验的情况下（例如，由于接受优质教育的机会有限和入学较晚），人们对语音意识与阅读之间的相互关系知之甚少。我们测试了一个假设，即童年时期不同的阅读经历会影响语言和阅读处理相关区域--左额叶和颞顶叶皮层--的神经激活。来自科特迪瓦农村低文化水平社区的 69 名小学生（Mage = 10.4）在完成 PA 任务的同时，还接受了功能性近红外光谱神经成像（fNIRS）和阅读测试。我们观察到，在阅读技能相似的情况下，年龄较小的儿童与年龄较大的儿童在左侧额叶下部和双侧颞顶叶激活方面存在差异，这表明语音处理的神经激活取决于儿童拥有阅读经验的年龄。如果没有持续接受优质教育的机会，儿童可能会错过语音处理与阅读之间的相互影响，从而影响大脑中的语言处理。
{"title":"Neural Activation during Phonological Processing in Primary‐School Children with Limited Reading Experience: Insights from Rural Côte d'Ivoire","authors":"Kaja K. Jasińska, Shakhlo Nematova, Henry Brice, Xinyi Yang","doi":"10.1111/mbe.12411","DOIUrl":"https://doi.org/10.1111/mbe.12411","url":null,"abstract":"Phonological awareness (PA) is an important predictor and outcome of reading. Yet, little is known about the reciprocal relation between PA and reading across development without consistent reading experience (e.g., as a result of limited access to quality education and late enrolment in school). We tested the hypothesis that variable reading experience in childhood influences neural activation in regions involved in language and reading processing—left frontal and temporoparietal cortex. Sixty‐nine primary‐school children (<jats:italic>M</jats:italic><jats:sub>age</jats:sub> = 10.4) from rural low‐literacy communities in Côte d'Ivoire completed a PA task while undergoing functional near‐infrared spectroscopy neuroimaging (fNIRS) neuroimaging and a reading battery. We observed differences in left inferior frontal and bilateral temporoparietal activation for younger versus older children with similar reading skills, suggesting neural activations for phonological processing depends on the age when children have reading experience. Without consistent access to quality education, children may miss out on reciprocal interactions between phonological processing and reading shaping language processing in the brain.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140806310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Self-derivation through integration is the process of integrating novel facts and producing new knowledge never directly taught. Knowledge integration has been studied with the presentation of two novel facts. However, in educational settings, individuals are required to integrate new information with prior knowledge learned days, months, or years earlier. Prior knowledge robustly predicts learning outcomes, but less is known about self-derivation through the integration of new information with prior knowledge. Thus, in Study 1, we examined adults' (n = 25) memory integration of new facts with prior knowledge. The participants had 52% accuracy in self-derivation. In Study 2 (n = 86), we examined whether reactivating prior knowledge before the novel fact presentation facilitated self-derivation through integration with prior knowledge. Results indicated that performance was significantly higher for those whose prior knowledge was directly reactivated (55% accuracy) in comparison with the control group (42%). Pedagogical implications are discussed.
{"title":"Adult Learners Self-Derive New Knowledge through Integration of Novel Information and Prior Knowledge and Are more Successful with Reactivation","authors":"Jayantika Chakraborty, Alena G. Esposito","doi":"10.1111/mbe.12409","DOIUrl":"https://doi.org/10.1111/mbe.12409","url":null,"abstract":"Self-derivation through integration is the process of integrating novel facts and producing new knowledge never directly taught. Knowledge integration has been studied with the presentation of two novel facts. However, in educational settings, individuals are required to integrate new information with prior knowledge learned days, months, or years earlier. Prior knowledge robustly predicts learning outcomes, but less is known about self-derivation through the integration of new information with prior knowledge. Thus, in Study 1, we examined adults' (<i>n</i> = 25) memory integration of new facts with prior knowledge. The participants had 52% accuracy in self-derivation. In Study 2 (<i>n</i> = 86), we examined whether reactivating prior knowledge before the novel fact presentation facilitated self-derivation through integration with prior knowledge. Results indicated that performance was significantly higher for those whose prior knowledge was directly reactivated (55% accuracy) in comparison with the control group (42%). Pedagogical implications are discussed.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140125769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Conor Barker, Kathryn Isenor Yorke, Emily Mak, Ethan C. Draper, Erin L. Mazerolle
Previous work suggested that sharing personal stories is effective for knowledge translation (KT) of the neuroscience of attention deficit hyperactivity disorder (ADHD) for a teacher audience. In the current study, we experimentally evaluated the impact of personal story and lived experience on a similar KT activity. We measured knowledge and attitudes about ADHD before and after our KT activity and used a factorial design to evaluate the impact of personal story (personalized versus depersonalized) and lived experience (presenter with versus without an ADHD diagnosis) with N = 14 to 24 per group. The presenter without an ADHD diagnosis was a neuroscience expert. All conditions were associated with increased attribution of ADHD symptoms to the brain. Speaker quality ratings were high, especially in the personalized + ADHD diagnosis condition and the depersonalized + no ADHD diagnosis condition. While incorporating lived experience is important for authentic KT, we demonstrated that the KT presenter themselves need not have lived experience to change pre-service teacher attitudes and beliefs. More work is needed to address the potential impacts of neuroscience expertise and other aspects of the presenters in our study.
{"title":"Experimental Evaluation of the Impact of Lived Experience and Personal Story on Neuroscience Knowledge Translation Effectiveness: Sharing the Neuroscience of ADHD with Pre-Service Teachers","authors":"Conor Barker, Kathryn Isenor Yorke, Emily Mak, Ethan C. Draper, Erin L. Mazerolle","doi":"10.1111/mbe.12408","DOIUrl":"https://doi.org/10.1111/mbe.12408","url":null,"abstract":"Previous work suggested that sharing personal stories is effective for knowledge translation (KT) of the neuroscience of attention deficit hyperactivity disorder (ADHD) for a teacher audience. In the current study, we experimentally evaluated the impact of personal story and lived experience on a similar KT activity. We measured knowledge and attitudes about ADHD before and after our KT activity and used a factorial design to evaluate the impact of personal story (personalized versus depersonalized) and lived experience (presenter with versus without an ADHD diagnosis) with N = 14 to 24 per group. The presenter without an ADHD diagnosis was a neuroscience expert. All conditions were associated with increased attribution of ADHD symptoms to the brain. Speaker quality ratings were high, especially in the personalized + ADHD diagnosis condition and the depersonalized + no ADHD diagnosis condition. While incorporating lived experience is important for authentic KT, we demonstrated that the KT presenter themselves need not have lived experience to change pre-service teacher attitudes and beliefs. More work is needed to address the potential impacts of neuroscience expertise and other aspects of the presenters in our study.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139949425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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