The knowledge and misconceptions of primary and secondary school teachers about the brain and their perceptions about neuroscience in education: A mixed methods research to analyse the situation in Turkey in 2013
Başlık çevirisi mevcut değil.
- Tez No: 401412
- Danışmanlar: DR. TIM JAY
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2013
- Dil: İngilizce
- Üniversite: University of Bristol
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 100
Özet
Özet yok.
Özet (Çeviri)
Neuroscience adds a new perspective to the field of education. However, it is challenging to bridge the gap between those deeply-rooted fields in terms of the strong differences of their respective methodologies and language in general. Besides, the gap generates certain neuromyths and brain-based literature which are quite damaging to the bridging of this inherent gap. Firstly, they waste time, effort and money; secondly, they hinder the improvement of educational neuroscience as a discipline. More generally, they could block scientific research in education. In order to prevent this situation, teachers should be informed, especially since they are the end users of scientific research; what is more, deleterious brain-based literature is gaining wide currency in education in many countries. Although there are some efforts in some countries to inform teachers about educational neuroscience, such as the UK, the Netherlands, Brazil and the US; there have been no studies conducted about the field, particularly in relation to the perceptions and knowledge of teachers' in Turkey. Therefore, a framework is needed for a more science-based education so as to protect the Turkish education system from neuromyths. As Goswami (2006) and Ansari and Coch (2006) highlight, teachers have a significant and fundamental role in educational neuroscience; thus, teacher training is crucial. By considering these purposes, a research setting was created. 278 teachers completed the questionnaire and 6 were interviewed later for more in-depth responses. Findings from the questionnaire and interviews were presented and analysed in detail in Chapter 4.
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