Zistili sme, že v 12 neuromýtoch odpovedalo nesprávne viac ako 50 % respondentov a pri 5 z nich bolo nesprávnych až 90 % odpovedí. V príspevku uvádzame výsledky dotazníkového skúmania, v ktorom sme sa zamerali na identifikáciu neuromýtov a ďalších faktorov orientovaných na vzdelávanie a poradenstvo učiteľov v tejto oblasti (N 246). Čiastkovým cieľom je zistiť oblasti, v ktorých by učitelia potrebovali profesijný rozvoj a poradenstvo.
In addition to these findings, the results suggest a tendency that with the increasing number of errors, respondents showed a greater interest in education and counselling in the field of neuromyths.Ībstrakt: Štúdia je výstupom výskumného projektu, ktorý je zameraný na vytvorenie modelu andragogického poradenstva v kontexte profesionalizácie učiteľstva. We found out that more than 50% of respondents considered 12 neuromyths to be correct and 5 of them were believed by 90% of respondents. In this article, we present the results of a survey in which we focused on the identification of neuromyths and other factors in terms of education and counselling of teachers in this area (N 246).
Book brain gym professional#
The partial goal is to identify areas in which teachers need professional development and counselling. The study is the output of a research project aimed at creating a model of andragogical counselling in the context of professionalization in teacher education. Overall, these results suggest that the SoL course significantly improved overall neuroscience literacy and reduced neu-romyth belief among pre-service teachers, but the effect of the intervention was small. Unlike neuroscience literacy, the results in neuromyth beliefs did not differ significantly by group at Time 1 and Time 2 however, at Time 3, the experimental group showed a significant decline in neuromyth beliefs. Regarding neuroscience literacy, participants in the experimental and control groups did not differ significantly at Time 1, but the experimental group showed significantly better performance than the control group at Time 2 and Time 3. The results showed that participants in both groups responded correctly to most assertions but held major misconceptions about the brain (Time 1), in line with previous studies. Participants in both groups completed an online survey three times during the year (beginning, middle and end of year). An experimental group of pre-service teachers, who took the SoL course as part of their university training, and a control group were needed for the study. The present study assessed the effect of a one-year Science of Learning (SoL) course on neuroscience literacy and beliefs in neuromyths in a sample of Chilean pre-service teachers. Misconceptions about the brain (neuromyths) among educators have been found across different countries, but little has been done to dispel them. The results showed that the Brain Gym group outperformed the control group in posttest and follow-up stages in terms of all variables. J., Development of a rating scale to measure social skills in children: The Matson Evaluation of Social Skills with Youngsters (MESSY). Austin: Pro-Ed., 2016 TGMD-3) while social skills were assessed through the Matson Evaluation of Social Skills with Youngsters (MESSY Matson, J. The gross motor skills were measured using the test of gross motor development – 3rd edition (Ulrich, Test of gross motor development (3rd ed.). Participants in the Brain Gym group attended sixteen training sessions. Eighty-four children (Mage: 9.55☑.09 years) were selected and randomly assigned to two groups of 42: the Brain Gym and the control group. The present study aims to examine the effects of Brain Gym exercise on development of fundamental motor and social skills.
0 kommentar(er)
