教师知识、信念与脑基学习策略实施频率的关系

Rajeshkumar M
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摘要

基于大脑的学习(BBL)是基于对大脑结构和功能的理解,以及来自认知神经科学研究的关于大脑最佳学习策略的经验证据。在课程和教学方法中优先考虑脑科学的教育项目通常被称为“以大脑为基础的”。其目的是实现有效和迅速的教育。根据教育改革,这种特殊的方法是基于一项研究,该研究考察了大脑自我重组的潜力,以增强其在学习过程中保留和检索信息的能力。提高一个人的能力可以通过参加体育活动、保持健康的饮食和有效地管理压力水平来实现。个人的情绪状态也会对他们的学习过程产生影响。本研究提出小学科学课教师的知识、信念与实施脑基学习策略的频率之间的相关关系。本文的研究问题集中在确定这种相关性的存在。这项研究包括来自克罗地亚小学的207名教育工作者。结果表明,小学阶段的教育工作者对以大脑为中心的教学方法有很好的理解,但他们很少将其付诸实践。教育过程仍然固守着历史上根深蒂固的模式,没有充分转向以学生为中心的教学。小学科学课堂持续采用传统的、教师主导的教学方法就证明了这一点。
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Correlation between Teachers Knowledge, Beliefs, and Frequency of Implementation of Brain Based Learning Strategies
Brain-based learning (BBL) is grounded in an understanding of the structure and function of the brain, as well as empirical evidence derived from cognitive neuroscience research regarding optimal learning strategies for the brain. Educational programs that prioritize brain science in their curriculum and instructional methods are commonly referred to as "brain-based." The aim is to achieve efficient and expeditious education. As per the Education Reform, this particular approach is based on research that examines the brain's potential to restructure itself in order to enhance its capacity to retain and retrieve information while engaged in the process of learning. Enhancing one's capacity can be achieved through engaging in physical activity, maintaining a healthy diet, and effectively managing stress levels. The emotional state of an individual can also have an impact on their learning process. This study presents findings on the correlation between teachers' knowledge, beliefs, and frequency of implementation of brain-based learning strategies in primary Science classes. The research questions addressed in this paper are focused on determining the existence of such a correlation. The study comprised 207 educators from elementary schools in Croatia. The results suggest that educators at the primary level possess a sound understanding of brain-centered pedagogical approaches, yet they infrequently put them into practice. The educational process remains entrenched in a historically rooted paradigm that has not adequately shifted towards student-centered teaching. This is evidenced by the persistent employment of traditional, teacher-led instructional methods in elementary Science classrooms.
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