厄瓜多尔教师中教育神话的普遍性
Jimmy Zambrano R1, Johanna Chaguay2, José Mayorga3
1Universidad Tecnológica Israel, Ecuador; Universidad Politécnica Estatal del Carchi, Ecuador.
Trends in neuroscience and education
|November 22, 2025
概括
厄瓜多尔教师对大脑和学习有很多误解. 更大的大脑知识与对神经神话的更多信仰相关,但对教学神话的信仰较少,突出了针对性专业发展的需要.
科学领域:
- 教育神经科学教育神经科学
- 认知心理学 认知心理学
- 教师教育教育的教师教育.
背景情况:
- 神经神经神经错误,或关于大脑和学习的误解,在全球普遍存在,并可能对教学产生负面影响.
- 在拉丁美洲,特别是厄瓜多尔,在现任教师中神经病发病率的实证数据有限.
研究的目的:
- 调查厄瓜多尔现任教师中神经神话和教学误解的普遍性.
- 检查教师对这些神话的信仰与他们的一般大脑知识之间的关系.
主要方法:
- 在厄瓜多尔,对2193名现任教师进行了一项调查.
- 该调查评估了一般的大脑知识,神经神话和学习/教学神话.
- 多个线性回归确定了神话认可的预测因素.
主要成果:
- 教师正确回答了59.60%的大脑知识项目,但认可了61.94%的神经神话和60.69%的教学神话.
- 通常认可的神经神经错误包括多重智力和左/右脑主导.
- 数字原住民和学习风格等教学误解也非常普遍.
- 较高的大脑知识预测了对神经神话的信念增加,但对教学神话的信念减少.
结论:
- 尽管对神经科学感兴趣,但相当多的厄瓜多尔教师持有误解.
- 调查结果表明,在职教师教育中存在差距.
- 专业发展应该整合神经科学,教学理论和揭穿常见神话的策略.
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