UNIVERSITY OF THE PEOPLE The Education Revolution
UoPeople
Alexandre Pinheiro
Question 55
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Passage 5: The following is a screenshot of an abstract for a scholarly article that is listed
in ERIC.
C5ecurehttp//eric.edgov/7q=Neuromythsd=E1025205
AppCeate PemalinkD Sae to MendeieyStonty thG GoogleGoog/Scho Collection ERIC Neuromyths Peer reviewed onlyFull text available on ERIC BackKtoirenat Neuromyths in Education:What Is Fact and What Is Fiction for Portuguese Teachers Rato,Joana Rodrigue Abreu,Ana MariaCastro-Caldas.Aiexandre Educational Research,v55 n4 p441-453 2013
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Record Typec Journat Publication Dote2013 Pages:13 Abstractor:As Provide
aim of this study was toverify whether Portuguese teachers are susceptible to misinterpreting neuroscientific findings and believe in neuromyths that might ultimatety impair their teaching-or simply waste time investing in techniques that wll not aid their students Sampie A sample of 583 Portuguese teachers from dferent areas of expertise participated in this studyThe participants were aged between 25 and 61years(mean=41.SD=9)and taught at Preschool to High School ievels.Design and methods:We designed a questionnaire to assess whether teachers believed in the neuromyths Non-myth/myth statements were presented.
Reference Count50
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nyths Results:Our results suggest that teachers fail to
recognise the po between neur cientists and teachers must be improved through an open, interdisciplinary dialogue.This research raises questions
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Here is the text of the abstract for ease of reading: Neuromyths in Education: What Is Fact and What Is Fiction for Portuguese Teachers? Rato, Joana Rodrigues; Abreu, Ana Maria; Castro-Caldas, Alexandre Educational Research, v55 n4 p441-453 2013
Background: Educational neuroscience is a relatively new discipline. However, many
obstacles persist in delaying the success of an interface between neuroscience and education. One such major obstacle has been the spread of neuromyths. Purpose: The
main aim of this study was to verify whether Portuguese teachers are susceptible to
misinterpreting neuroscientific findings and believe in neuromyths that might ultimately
impair their teaching--or simply waste time investing in techniques that will not aid their
students. Sample: A sample of 583 Portuguese teachers from different areas of expertise
participated in this study. The participants were aged between 25 and 61 years (mean = 41 ; SD = 9) and taught at Preschool to High School levels. Design and methods: We designed a
statements were presented, alongside an open-ended question concerning the links between brain and education. Together, these queries afforded a database of the teachers' knowledge concerning neuroscientific facts and neuromyths. Results: Our results suggest
of teaching. However, our findings also indicate that, although teachers have difficulties in
untangling myths from facts, Portuguese teachers are interested in the workings of the brain and recognise the potential of neuroscientific information in education. Conclusions: Results from this study suggest that communication between neuroscientists and teachers must be improved through an open, interdisciplinary dialogue. This research raises
questions that should help to develop educational neuroscience as a discipline. Namely. we highlight the need for a translation of the educational neuroscience facts into a
language shared b