| Abstract [eng] |
Mind, Brain, and Education Science is a relatively new field that explores the practical implications of neuroscience research in educational contexts, with a view to developing evidence-based recommendations for teaching and learning. The field is gaining more popularity but faces several challenges. One of these is communication between three different disciplines. Misunderstandings due to miscommunication and differences in vocabulary are one of the reasons for misconceptions about brain function and its role in learning, also known as neuromyths. The belief in neuromyths is widespread in the world, and it is claimed that teachers can apply neuromyths to their teaching practices and thus have a negative impact on students. Worldwide, research on teachers' belief in neuromyths has been carried out in various countries in Europe, Asia, Australia, North and South America, but no research on neuromyths has been found in Lithuania. The object of the study is factors influencing teachers' belief in neuromyths. The aim of the study is to identify the factors influencing teachers' belief in neuromyths and their interrelationships in the teaching process. The objectives of the study are: 1) to uncover the theoretical socio-cognitive factors influencing teachers' belief in neuromyths; 2) to assess the socio-cognitive factors and their relationships with teachers' belief in neuromyths; 3) to identify the interrelationships between socio-cognitive factors and the teaching/learning process. The study was carried out using several methods: literature analysis, written survey of teachers, semi-structured interview, quantitative experimental research. Statistical data analysis is applied. 347 Kaunas city teachers participated in the survey. The results of the survey revealed factors influencing teachers' belief in neuromyths. The following factors were found to be influential: female gender, older age, greater work experience, acceptance of cognitive skills development, intuitive thinking, more frequent reading of journalistic articles, lower level of scientific knowledge, lower level of education. Teachers have been found to use certain methods without knowing the true benefits of the method. The most popular and commonly used neuromyth in teaching relates to learning styles (visual, auditory, kinesthetic). |
