Neuromity wśród polskich nauczycieli – wyniki badań i praktyczne implikacje

Małgorzata Chojak, Ela Luria, Maya Shalom

Streszczenie w języku polskim


W artykule zaprezentowano wyniki badań przeprowadzonych wśród polskich nauczycieli. Ich celem było sprawdzenie powszechności neuromitów w szkołach i przedszkolach oraz wskazanie predyktorów zarówno wiary w neuromity, jak i poziomu wiedzy dotyczącej budowy i funkcjonowania mózgu. Uzyskane wyniki częściowo potwierdziły doniesienia z międzynarodowych badań. Neuromity okazały się bardzo popularne wśród polskich nauczycieli, nawet pomimo wysokiego poziomu podstawowej wiedzy z zakresu neurobiologii. Badania uwidoczniły również szereg czynników, które warunkują poziom wyżej wskazanej wiedzy. Nie potwierdzono wpływu wieku, płci, stażu pracy, miejsca pracy ani zainteresowania dokształcaniem w problematyce neuroedukacji, wcześniejszym dostępem do wiedzy z zakresu neurobiologii czy stosowaniem w praktyce edukacyjnej metod pracy opartych na neuromitach.


Słowa kluczowe


neuromit; nauczyciel; mózg; neurofakt; edukacja

Pełny tekst:

PDF (English)

Bibliografia


Alferink L.A., Farmer-Dougan V. (2010). Brain-(not) Based Education: Dangers of Misunderstanding and Misapplication of Neuroscience Research. Exceptionality, 18(1), pp. 42–52. DOI: https://doi.org/10.1080/09362830903462573

Ansari D., Coch D. (2006). Bridges over Troubled Waters: Education and Cognitive Neuroscience. Trends in Cognitive Sciences, 10(4), pp. 146–151. DOI: https://doi.org/10.1016/j.tics.2006.02.00

Bartoszeck A.B., Bartoszeck F.K. (2012). How In-Service Teachers Perceive Neuroscience as Connected to Education: An Exploratory Study. European Journal of Educational Research, 1(4), pp. 301–319. DOI: https://doi.org/10.12973/eu-jer.1.4.301

Beck D.M. (2010). Th Appeal of the Brain in the Popular Press. Perspectives on Psychological Science, 5(6), pp. 762–766. DOI: https://doi.org/10.1177/1745691610388779

Bellert A., Graham L. (2013). Reading Comprehension Diffilties Experienced by Students with Learning Disabilities. Australian Journal of Learning Disabilities, 10(2), pp. 71–78. DOI: https://doi.org/10.1080/19404150509546791

Busso D.S., Pollack C. (2015). No Brain Lef Behind: Consequences of Neuroscience Discourse for Education. Learning Media and Technology, 40(2), pp. 168–186. DOI: https://doi.org/10.1080/17439884.2014.908908

Chojak M. (2019). Neuropedagogika, neuroedukacja i neurodydaktyka – fakty i mity. Warszawa: Difin.

Crockard A. (1996). Confessions of a Brain Surgeon. New Scientist, 2061(68).

Dekker S., Lee N.C., Howard-Jones P., Jolles J. (2012). Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers. Frontiers in Psychology, 3(429). DOI: https://doi.org/10.3389/fpsyg.2012.00429

Deligiannidi K., Howard-Jones P. (2015). Th Neuroscience Literacy of Teachers in Greece. Procedia – Social and Behavioral Sciences, 174, pp. 3909–3915. DOI: https://doi.org/10.1016/j.sbspro.2015.01.1133

Dommett E.J., Devonshire I.M., Plateau C.R., Westwell M.S., Greenfild S.A. (2011). From Scientific Theory to Classroom Practice. Neuroscientist, 17(4), pp. 382–388. DOI: https://doi.org/10.1177/1073858409356111

Dubinsky J.M., Roehrig G., Varma S. (2013). Infusing Neuroscience into Teacher Professional Development. Educational Researcher, 42(6), pp. 317–329. DOI: https://doi.org/10.3102/0013189X13499403

Ferrero M., Garaizar P., Vadillo M.A. (2016). Neuromyths in Education: Prevalence among Spanish Teachers and an Exploration of Cross-Cultural Variation. Frontiers in Human Neuroscience, 10(496). DOI: https://doi.org/10.3389/fnhum.2016.00496

Geake J. (2008). Neuromythologies in Education. Educational Researcher, 50(2), pp. 123–133. DOI: https://doi.org/10.1080/00131880802082518

Gleichgerrcht E., Lira Luttges B., Salvarezza F., Campos A.L. (2015). Educational Neuromyths among Teachers in Latin America. Mind, Brain, and Education, 9(3), pp. 170–178. DOI: https://doi.org/10.1111/mbe.12086

Goswami U. (2004). Neuroscience and Education. British Journal of Educational Psychology, 74(1), pp. 1–14. DOI: https://doi.org/10.1348/000709904322848798

Goswami U. (2006). Neuroscience and Education: From Research to Practice? Nature Reviews Neuroscience, 7, pp. 406–413. DOI: https://doi.org/10.1038/nrn1907

Guzzetti B.J., Snyder T.E., Glass G.V., Gamas W.S. (1993). Promoting Conceptual Change in Science: A Comparative Meta-Analysis of Instructional Interventions from Reading Education and Science Education. Reading Research Quarterly, 28(2), pp. 117–159. DOI: https://doi.

org/10.2307/747886

Herculano-Houzel S. (2002). Do You Know Your Brain? A Survey on Public Neuroscience Literacy at the Closing of the Decade of the Brain. Neuroscientist, 8(2), pp. 98–110. DOI: https://doi.org/10.1177/107385840200800206

Hermida M.J., Segretin M.S, Soni García A., Lipina S.J. (2016). Conceptions and Misconceptions about Neuroscience in Preschool Teachers: A Study from Argentina. Educational Research, 58(4), pp. 457–472. DOI: https://doi.org/10.1080/00131881.2016.1238585

Horvath J.C., Donoghue G.M., Horton A.J., Lodge J.M., Hattie J.A.C. (2018). On the Irrelevance of Neuromyths to Teacher Effectiveness: Comparing Neuro-Literacy Levels Amongst Award-Winning and Non-award Winning Teachers. Frontiers in Psychology, 9(1666). DOI: https://doi.org/10.3389/fpsyg.2018.01666

Howard-Jones P.A. (2014). Neuroscience and Education: Myths and Messages. Nature Reviews Neuroscience, 15(12), pp. 817–824. DOI: https://doi.org/10.1038/nrn3817

Howard-Jones P.A., Franey L., Mashmoushi R., Liao, Y.C. (2009). Th Neuroscience Literacy of Trainee Teachers. British Educational Research Association Annual Conference. Manchester: University of Manchester.

Hruby G.G. (2012). Three Requirements for Justifying an Educational Neuroscience. British Journal of Educational Psychology, 82(1), pp. 1–23. DOI: https://doi.org/10.1111/j.2044-8279.2012.02068.x

Jolles J., de Groot R.H.M., van Benthem J.F.A.K., Dekkers H.P.J.M., de Glopper C.M., Uijlings H.B.M. (2006). Brain Lessons: A Contribution to the International Debate on Brain, Learning and Education, Based on the Results of an Invitational Conference Organized by the Netherlands Organization for Scientific Research (NWO). Maastricht: Neuropsych Publishers.

Karakus O., Howard-Jones P., Jay T. (2015). Primary and Secondary School Teachers’ Knowledge and Misconceptions about the Brain in Turkey. Procedia – Social and Behavioral Sciences, 174, pp. 1933–1940. DOI: https://doi.org/10.1016/j.sbspro.2015.01.858

Kowalski P., Taylor A.K. (2009). The Effect of Refuting Misconceptions in the Introductory Psychology Class. Teaching of Psychology, 36(3), pp. 153–159. DOI: https://doi.org/10.1080/00986280902959986

Kowalski P., Taylor A.K. (2011). Effectiveness of Refutational Teaching for High-and Low-Achieving Students. Journal of the Scholarship of Teaching and Learning, 11(1), pp. 79–90.

Kruger J., Dunning D. (1999). Unskilled and Unaware of It: How Difficulties in Recognizing One’s Own Incompetence Lead to Inflated Self-Assessments. Journal of Personality and Social Psychology, 77(6), pp. 1121–1134. DOI: https://doi.org/10.1037/0022-3514.77.6.1121

Lethaby C., Harries P. (2015). Learning Styles and Teacher Training: Are We Perpetuating Neuromyths? ELT Journal, 70(1), pp. 16–27. DOI: https://doi.org/10.1093/elt/ccv051

Lilienfeld S.O., Lynn S.J., Ruscio J., Beyerstein B.L. (2011). 50 Great Myths of Popular Psychology: Shattering Widespread Misconceptions about Human Behavior. Chichester: John Wiley and Sons.

Lindell A.K., Kidd E. (2011). Why Right-Brain Teaching is Half-Witted: A Critique of the Misapplication of Neuroscience to Education. Mind, Brain, and Education, 5(3), pp. 121–127. DOI: https://doi.org/10.1111/j.1751-228X.2011.01120.x

Lord S. (2005). Evidence-Based Practice 2 – the New Zealand Experience. London: WCPT keynote.

Macdonald K., Germine L., Anderson A., Christodoulou J., McGrath L.M. (2017). Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths. Frontiers in Psychology, 8(1314). DOI: https://doi.org/10.3389/fpsyg.2017.01314

McCabe D.P., Castel A.D. (2008). Seeing Is Believing: The Effect of Brain Images on Judgments of Scientific Reasoning. Cognition, 107(1), pp. 343–352. DOI: https://doi.org/10.1016/j.cognition.2007.07.017

Michael R.B., Newman E.J., Vuorre M., Cumming G., Garry M. (2013). On the (Non)persuasive Power of a Brain Image. Psychonomic Bulletin & Review, 20, pp. 720–725. DOI: https://doi.org/10.3758/s13423-013-0391-6

Nelson C.A., Bloom F.E. (1997). Child Development and Neuroscience. Child Development, 68(5), pp. 970–987. DOI: https://doi.org/10.1111/j.1467-8624.1997.tb01974.x

OECD. (2002). Understanding the Brain: Towards a New Learning Science. Paris: OECD Publishing.

Pasquinelli E. (2012). Neuromyths: Why Do They Exist and Persist? Mind, Brain, and Education, 6(2), pp. 89–96. DOI: https://doi.org/10.1111/j.1751-228X.2012.01141.x

Pei X., Howard-Jones P., Zhang S., Liu X., Jin Y. (2015). Teachers’ Understanding about the Brain in East China. Procedia – Social and Behavioral Sciences, 174, pp. 3681–3688. DOI: https://doi.org/10.1016/j.sbspro.2015.01.1091

Pickering S.J., Howard-Jones P. (2007). Educators’ Views on the Role of Neuroscience in Education: Findings from a Study of UK and International Perspectives. Mind, Brain, and Education, 1(3), pp. 109–113. DOI: https://doi.org/10.1111/j.1751-228X.2007.00011.xjuslin

Racine E., Bar-Ilan O., Illes J. (2005). fMRI in the Public Eye. Nature Reviews Neuroscience, 6(2), pp. 159–164. DOI: https://doi.org/10.1038/nrn1609

Racine E., Waidman S., Rosenberg J., Illes J. (2006). Contemporary Neuroscience in the Media. Social Science & Medicine, 71(4), pp. 725–733. DOI: https://doi.org/10.1016/j.socscimed.2010.05.017

Rato J.R., Abreu A.M., Castro-Caldas A. (2013). Neuromyths in Education: What Is Fact and What Is Fiction for Portuguese Teachers? Educational Research, 55(4), pp. 441–453. DOI: https://doi.org/10.1080/00131881.2013.844947

Serpati L., Loughan A.R. (2012). Teacher Perceptions of Neuroeducation: A Mixed Methods Survey of Teachers in the United States. Mind, Brain, and Education, 6(3), pp. 174–176. DOI: https://doi.org/10.1111/j.1751-228X.2012.01153.x

Simmonds A. (2014). How Neuroscience is Affecting Education: Report of Teacher and Parent Surveys. Wellcome Trust.

Sylvan, L.J., Christodoulou, J.A. (2010). Understanding the Role of Neuroscience in Brain Based Products: A Guide for Educators and Consumers. Mind, Brain, and Education, 4(1), pp. 1–7. DOI: https://doi.org/10.1111/j.1751-228X.2009.01077.x

Tardif E., Doudin P.A., Meylan N. (2015). Neuromyths among Teachers and Student Teachers. Mind, Brain, and Education, 9(1), pp. 50–59. DOI: https://doi.org/10.1111/mbe.12070

Wallace M. (1993). Discourse of Derision: Th Role of the Mass Media within the Educational Policy Process. Journal of Education Policy, 8(4), pp. 321–337. DOI: https://doi.org/10.1080/0268093930080402

Weisberg D.S., Keil F.C., Goodstein J., Rawson E., Gray J.R. (2008). Th Seductive Allure of Neuroscience Explanations. Journal of Cognitive Neuroscience, 20(3), pp. 470–477. DOI: https://doi.org/10.1162/jocn.2008.20040

Zambo D., Zambo R. (2009). What Future Teachers Think about Brain Research. Teaching Educational Psychology, 5(2), pp. 39–49.

Zambo D., Zambo R. (2011). Teachers’ Beliefs about Neuroscience and Education. Teaching Educational Psychology, 7(2), pp. 25–41.




DOI: http://dx.doi.org/10.17951/pe.2021.5.115-131
Data publikacji: 2021-11-15 21:31:48
Data złożenia artykułu: 2021-04-24 20:50:30


Statystyki

Widoczność abstraktów - 22
Pobrania artykułów (od 2020-06-17) - PDF (English) - 27

Wskaźniki



Odwołania zewnętrzne

  • Brak odwołań zewnętrznych


Prawa autorskie (c) 2021 Małgorzata Chojak, Ela Luria, Maya Shalom

Creative Commons License
Powyższa praca jest udostępniana na lcencji Creative Commons Attribution 4.0 International License.