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Eğitimde Nöromitler

Year 2023, Volume: 19 Issue: 1, 74 - 82, 30.06.2023
https://doi.org/10.17244/eku.1256588

Abstract

Nöroeğitim alanına giderek artan bir ilgi olmasına rağmen, eğitim ve nörobilim arasında disiplinler arası bağlantılar kurma girişimlerinin, yanlış anlama ve yanlış iletişime de neden olabileceği yaygın olarak kabul edilmektedir. Beyin ve işlevleri hakkındaki bilgilerin yanlış okunması, yanlış anlaşılması ya da yanlış alıntılanmasından kaynaklanan yanılgılara nöromit denir. Eğitsel nöromitler ise, eğitim ortamlarında sözde bilimsel uygulamalara katkıda bulunan, nörobilimin yanlış anlaşılması ile ortaya çıkan ve yaygın olarak kabul edilen hatalı inançlar olarak tanımlanmaktadır. Nöromitlerin, eğitim ve öğretimde yanlış doğrulara neden olma, etkisiz öğretime yol açma, etkili öğretim uygulamaları için kullanılacak çaba, zaman ve para gibi önemli kaynakların boşa harcanmasına neden olma, öğretmenlik mesleğinin ve nörobilim araştırmalarının güvenilirliğini olumsuz yönde etkileme gibi birçok nedenden dolayı eğitim ortamlarında var olmaları problem olarak görülmektedir. Bu nedenle nöromitlerin tespit edilmesi ve ortadan kaldırılması gerektiği belirtilmektedir. Bu makalenin amacı eğitimde var olmaları problem yaratan nöromitlere eğitsel açıdan bakarak, nöromitlerin sebepleri, nöromitlerin eğitimdeki önemi ve nöromitlerin nasıl giderileceği konuları hakkında bilgi vermektir.

References

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  • Amiel, J. J., & Tan, Y. S. M. (2019). Using collaborative action research to resolve practical and philosophical challenges in educational neuroscience. Trends in neuroscience and education, 16, 100116. https://doi.org/10.1016/j.tine.2019.100116
  • Ansari, D., & Coch, D. (2006). Bridges over troubled waters: Education and cognitive neuroscience. Trends in cognitive sciences, 10(4), 146-151. https://doi.org/10.1016/j.tics.2006.02.007
  • Aras, S., Genç, Z. ve Çağıltay, K. (2016). Beynimizin sadece yüzde 10‘unu kullanabiliyoruz: Siz buna inanıyor musunuz?. Herkese Bilim Teknoloji, 30, 12-13.
  • Bear, M. F., Connors, B. W., & Paradiso, M. A. (2016). Neuroscience: exploring the brain. Fourth edition. Wolters Kluwer.
  • Bellert, A., & Graham, L. (2013). Neuromyths and neurofacts: Information from cognitive neuroscience for classroom and learning support teachers. Special Education Perspectives, 22(2), 7-20.
  • Bloom, J. S., & Hynd, G. W. (2005). The role of the corpus callosum in interhemispheric transfer of information: excitation or inhibition?. Neuropsychology review, 15(2), 59-71.
  • Bissessar, S., & Youssef, F. F. (2021). A cross-sectional study of neuromyths among teachers in a Caribbean nation. Trends in Neuroscience and Education, 23, 1-5. https://doi.org/10.1016/j.tine.2021.100155
  • Bowers, J. S. (2016). The practical and principled problems with educational neuroscience. Psychological Review, 123(5), 600.
  • Bruer, J. T. (1997). Education and the brain: A bridge too far. Educational researcher, 26(8), 4-16.
  • Canbulat, T., & Kiriktas, H. (2017). Assessment of Educational Neuromyths among Teachers and Teacher Candidates. Journal of Education and Learning, 6(2), 326-333.
  • Carter, R. (2019). The brain book: An illustrated guide to its structure, functions, and disorders. Dorling Kindersley Ltd.
  • Ching, F. N., So, W. W., Lo, S. K., & Wong, S. W. (2020). Preservice teachers’ neuroscience literacy and perceptions of neuroscience in education: Implications for teacher education. Trends in neuroscience and education, 21, 1-9.
  • Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Should we be using learning styles? What research has to say to practice. London.
  • Cui, Y., & Zhang, H. (2021). Educational neuroscience training for teachers’ technological pedagogical content knowledge construction. Frontiers in psychology, 12, 792723. doi: 10.3389/fpsyg.2021.792723
  • Çağıltay, K., & Tunga, Y. (2022). Eğitsel Nöromitler. Eğitimsel Sinirbilim. Nobel Yayın Dağıtım.
  • 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.
  • Dubinsky, J. M., Roehrig, G., & Varma, S. (2013). Infusing neuroscience into teacher professional development. Educational Researcher, 42(6), 317-329.
  • Dündar, S., & Gündüz, N. (2016). Misconceptions regarding the brain: The neuromyths of preservice teachers. Mind, Brain, and Education, 10(4), 212-232.
  • 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, 1-11. http://dx.doi.org/10.3389/fnhum.2016.00496
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  • Gola, G., Angioletti, L., Cassioli, F., & Balconi, M. (2022). The Teaching Brain: Beyond the Science of Teaching and Educational Neuroscience. Frontiers in Psychology, 13, 823832-823832.
  • Goswami, U. (2006). Neuroscience and education: from research to practice? Nature reviews neuroscience, 7(5), 406-413.
  • Grospietsch, F., & Lins, I. (2021). Review on the Prevalence and Persistence of Neuromyths in Education–Where We Stand and What Is Still Needed. Frontiers in Education, 6, 1-13. doi: 10.3389/feduc.2021.665752
  • Grospietsch, F., & Mayer, J. (2019). Pre-service science teachers’ neuroscience literacy: Neuromyths and a professional understanding of learning and memory. Frontiers in Human Neuroscience, 13 (20), 1-16. doi: 10.3389/fnhum.2019.00020
  • Grospietsch, F., & Mayer, J. (2020). Misconceptions about Neuroscience – Prevalence and Persistence of Neuromyths in Education. Neuroforum 26 (2), 63–71. doi:10.1515/nf-2020-0006
  • Gülsün, Y., & Köseoğlu, P. (2020). Determining Biology Teachers' Neuromyths and Knowledge About Brain Functions. Egitim ve Bilim, 45(204). doi: 10.15390/EB.2020.8456
  • Herwegen, J.V., Thomas, M., Marshall, C., & Gordon, R. (2022). Neuromyths about Special Educational Needs: What should teachers know. Impact,16, 1-9.
  • Hilgetag, C. C., & Barbas, H. (2009). Are there ten times more glia than neurons in the brain? Brain Structure and Function, 213(4), 365-366.
  • Hook, C. J., & Farah, M. J. (2013). Neuroscience for educators: what are they seeking, and what are they finding? Neuroethics, 6(2), 331-341.
  • Howard-Jones, P. A. (2014). Neuroscience and education: Myths and messages. Nature Reviews Neuroscience, 15(12), 817–824.
  • Hruby, G. G. (2012). Three requirements for justifying an educational neuroscience. British. Journal of Educational Psychology, 82, 1–23.
  • Hughes, B., Sullivan, K. A., & Gilmore, L. (2020). Why do teachers believe educational neuromyths? Trends in Neuroscience and Education, 21, 100145. https://doi.org/10.1016/j.tine.2020.100145
  • Idrissi, A. J., Alami, M., Lamkaddem, A., & Souirti, Z. (2020). Brain knowledge and predictors of neuromyths among teachers in Morocco. Trends in Neuroscience and Education, 20, 100135. https://doi.org/10.1016/j.tine.2020.100135
  • Jansen, K. (2021). Pre-service teachers' knowledge of the brain: Implications for autonomy-supportive and controlling motivational styles (Order No. 28643707). Available from ProQuest Dissertations & Theses Global. (2566072914).
  • Jolles, J., De Groot, R. H. M., Van Benthem, J., Dekkers, H., De Glopper, C., Uijlings, H., et al. (2005). Brain Lessons. Neuropsych Publishers.
  • Karakus, O., Howard-Jones, P. A., & Jay, T. (2015). Primary and secondary school teachers’ knowledge and misconceptions about the brain in Turkey. Procedia Social and Behavioral Sciences, 174, 1933-1940. https://doi.org/10.1016/j.sbspro.2015.01.858
  • Kim, M., & Sankey, D. (2018). Philosophy, neuroscience and pre-service teachers’ beliefs in neuromyths: A call for remedial action. Educational Philosophy and Theory, 50(13), 1214-1227. https://doi.org/10.1080/00131857.2017.1395736
  • Koçak, G. (2020). Beyin araştırmalarının eğitime yansımaları: Geleceğin eğitimi üzerine. Edu 7: Yeditepe Üniversitesi Eğitim Fakültesi Dergisi, 9(11), 1-16.
  • Koschmeder, C. (2019). Heutagogical professional learning of mind, brain, and education: A convergent parallel mixed-methods research study of K-12 teacher perceptions (Order No. 28023997). Available from ProQuest Dissertations & Theses Global; Publicly Available Content Database. (2419355802).
  • Lethaby, C., & Harries, P. (2015). Learning styles and teacher training: Are we perpetuating neuromyths? ELT Journal, 70(1), 16-27. https://doi.org/10.1093/elt/ccv051
  • 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: 10.3389/fpsyg.2017.01314
  • Madua, A. E. (2022). Teaching English to the rythm of the brain. Journal of Neuroeducation, 3(1), 34-52.
  • McMahon, K., Yeh, C. S. H., & Etchells, P. J. (2019). The impact of a modified initial teacher education on challenging trainees' understanding of neuromyths. Mind, Brain, and Education, 13(4), 288-297. https://doi.org/10.1111/mbe.12219
  • OECD (2002). Learning Seen from a Neuroscientific Approach. OECD. Retrieved from https://www.oecd.org/education/ceri/31706603.pdf
  • OECD (2007). Understanding the Brain: The Birth of a Learning Science. OECD. Papadatou-Pastou, M., Haliou, E., & Vlachos, F. (2017). Brain knowledge and the prevalence of neuromyths among prospective teachers in Greece. Frontiers in psychology, 8, 804. https://doi.org/10.3389/fpsyg.2017.00804
  • Papatzikis, E. (2017). Neuromyths in education and development: A comprehensive approach. European Scientific Journal, ESJ, 13(3), 85-91.
  • Pasquinelli, C., McPhee, F., Eley, T., Villegas, C., Sandy, K., Sheridan, P., ... & Grasela, D. M. (2012). Single-and multiple-ascending-dose studies of the NS3 protease inhibitor asunaprevir in subjects with or without chronic hepatitis C. Antimicrobial agents and chemotherapy, 56(4), 1838-1844.
  • Patterson, K. M. (2019). Mind, brain, and education from theory to practice: Examining educators’ knowledge and value of brain science and its impact on literacy practices (Order No. 22587758). Available from ProQuest Dissertations & Theses Global; Publicly Available Content Database. (2387623204).
  • 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), 441-453. https://doi.org/10.1080/00131881.2013.844947
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Neuromyths in Education

Year 2023, Volume: 19 Issue: 1, 74 - 82, 30.06.2023
https://doi.org/10.17244/eku.1256588

Abstract

Despite a growing interest in the field of neuroeducation, it is widely accepted that attempts to establish interdisciplinary links between education and neuroscience can also lead to misunderstanding and miscommunication. Errors arising from misreading, misunderstanding or misquoting information about the brain and its functions are called neuromyths. Educational neuromyths, on the other hand, are defined as widely accepted erroneous beliefs that contribute to pseudo-scientific practices in educational settings, resulting from a misunderstanding of neuroscience. Neuromyths seen as a problem existing in educational environments for many reasons such as causing false truths in education and training, causing ineffective teaching, wasting important resources such as effort, time and money to be used for effective teaching practices, negatively affecting the reliability of the teaching profession and neuroscience research. For this reason, it is stated that neuromyths should be detected and eliminated. The purpose of this article is to give information about the causes of neuromyths, the importance of neuromyths in education, and how to eliminate neuromyths, by looking at neuromyths that cause problems in education from an educational point of view.

References

  • Aldrich, R. (2013). Neuroscience, education and the evolution of the human brain. Journal of the History of Education, 42, 396–410. https://doi.org/10.1080/0046760X.2012.749543
  • Amiel, J. J., & Tan, Y. S. M. (2019). Using collaborative action research to resolve practical and philosophical challenges in educational neuroscience. Trends in neuroscience and education, 16, 100116. https://doi.org/10.1016/j.tine.2019.100116
  • Ansari, D., & Coch, D. (2006). Bridges over troubled waters: Education and cognitive neuroscience. Trends in cognitive sciences, 10(4), 146-151. https://doi.org/10.1016/j.tics.2006.02.007
  • Aras, S., Genç, Z. ve Çağıltay, K. (2016). Beynimizin sadece yüzde 10‘unu kullanabiliyoruz: Siz buna inanıyor musunuz?. Herkese Bilim Teknoloji, 30, 12-13.
  • Bear, M. F., Connors, B. W., & Paradiso, M. A. (2016). Neuroscience: exploring the brain. Fourth edition. Wolters Kluwer.
  • Bellert, A., & Graham, L. (2013). Neuromyths and neurofacts: Information from cognitive neuroscience for classroom and learning support teachers. Special Education Perspectives, 22(2), 7-20.
  • Bloom, J. S., & Hynd, G. W. (2005). The role of the corpus callosum in interhemispheric transfer of information: excitation or inhibition?. Neuropsychology review, 15(2), 59-71.
  • Bissessar, S., & Youssef, F. F. (2021). A cross-sectional study of neuromyths among teachers in a Caribbean nation. Trends in Neuroscience and Education, 23, 1-5. https://doi.org/10.1016/j.tine.2021.100155
  • Bowers, J. S. (2016). The practical and principled problems with educational neuroscience. Psychological Review, 123(5), 600.
  • Bruer, J. T. (1997). Education and the brain: A bridge too far. Educational researcher, 26(8), 4-16.
  • Canbulat, T., & Kiriktas, H. (2017). Assessment of Educational Neuromyths among Teachers and Teacher Candidates. Journal of Education and Learning, 6(2), 326-333.
  • Carter, R. (2019). The brain book: An illustrated guide to its structure, functions, and disorders. Dorling Kindersley Ltd.
  • Ching, F. N., So, W. W., Lo, S. K., & Wong, S. W. (2020). Preservice teachers’ neuroscience literacy and perceptions of neuroscience in education: Implications for teacher education. Trends in neuroscience and education, 21, 1-9.
  • Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Should we be using learning styles? What research has to say to practice. London.
  • Cui, Y., & Zhang, H. (2021). Educational neuroscience training for teachers’ technological pedagogical content knowledge construction. Frontiers in psychology, 12, 792723. doi: 10.3389/fpsyg.2021.792723
  • Çağıltay, K., & Tunga, Y. (2022). Eğitsel Nöromitler. Eğitimsel Sinirbilim. Nobel Yayın Dağıtım.
  • 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.
  • Dubinsky, J. M., Roehrig, G., & Varma, S. (2013). Infusing neuroscience into teacher professional development. Educational Researcher, 42(6), 317-329.
  • Dündar, S., & Gündüz, N. (2016). Misconceptions regarding the brain: The neuromyths of preservice teachers. Mind, Brain, and Education, 10(4), 212-232.
  • 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, 1-11. http://dx.doi.org/10.3389/fnhum.2016.00496
  • Fischer, K. W., Goswami, U., Geake, J., & Task Force on the Future of Educational Neuroscience. (2010). The future of educational neuroscience. Mind, Brain, and Education, 4(2), 68-80.
  • Gardner, H. (2020). “Neuromyths”: A critical consideration. Mind, Brain, and Education, 14(1), 2-4. https://doi.org/10.1111/mbe.12229
  • Gleichgerrcht, E., Lira Luttges, B., Salvarezza, F., & Campos, A. L. (2015). Educational neuromyths among teachers in Latin America. Mind, Brain, and Education, 9(3), 170-178. https://doi.org/10.1111/mbe.12086
  • Gola, G., Angioletti, L., Cassioli, F., & Balconi, M. (2022). The Teaching Brain: Beyond the Science of Teaching and Educational Neuroscience. Frontiers in Psychology, 13, 823832-823832.
  • Goswami, U. (2006). Neuroscience and education: from research to practice? Nature reviews neuroscience, 7(5), 406-413.
  • Grospietsch, F., & Lins, I. (2021). Review on the Prevalence and Persistence of Neuromyths in Education–Where We Stand and What Is Still Needed. Frontiers in Education, 6, 1-13. doi: 10.3389/feduc.2021.665752
  • Grospietsch, F., & Mayer, J. (2019). Pre-service science teachers’ neuroscience literacy: Neuromyths and a professional understanding of learning and memory. Frontiers in Human Neuroscience, 13 (20), 1-16. doi: 10.3389/fnhum.2019.00020
  • Grospietsch, F., & Mayer, J. (2020). Misconceptions about Neuroscience – Prevalence and Persistence of Neuromyths in Education. Neuroforum 26 (2), 63–71. doi:10.1515/nf-2020-0006
  • Gülsün, Y., & Köseoğlu, P. (2020). Determining Biology Teachers' Neuromyths and Knowledge About Brain Functions. Egitim ve Bilim, 45(204). doi: 10.15390/EB.2020.8456
  • Herwegen, J.V., Thomas, M., Marshall, C., & Gordon, R. (2022). Neuromyths about Special Educational Needs: What should teachers know. Impact,16, 1-9.
  • Hilgetag, C. C., & Barbas, H. (2009). Are there ten times more glia than neurons in the brain? Brain Structure and Function, 213(4), 365-366.
  • Hook, C. J., & Farah, M. J. (2013). Neuroscience for educators: what are they seeking, and what are they finding? Neuroethics, 6(2), 331-341.
  • Howard-Jones, P. A. (2014). Neuroscience and education: Myths and messages. Nature Reviews Neuroscience, 15(12), 817–824.
  • Hruby, G. G. (2012). Three requirements for justifying an educational neuroscience. British. Journal of Educational Psychology, 82, 1–23.
  • Hughes, B., Sullivan, K. A., & Gilmore, L. (2020). Why do teachers believe educational neuromyths? Trends in Neuroscience and Education, 21, 100145. https://doi.org/10.1016/j.tine.2020.100145
  • Idrissi, A. J., Alami, M., Lamkaddem, A., & Souirti, Z. (2020). Brain knowledge and predictors of neuromyths among teachers in Morocco. Trends in Neuroscience and Education, 20, 100135. https://doi.org/10.1016/j.tine.2020.100135
  • Jansen, K. (2021). Pre-service teachers' knowledge of the brain: Implications for autonomy-supportive and controlling motivational styles (Order No. 28643707). Available from ProQuest Dissertations & Theses Global. (2566072914).
  • Jolles, J., De Groot, R. H. M., Van Benthem, J., Dekkers, H., De Glopper, C., Uijlings, H., et al. (2005). Brain Lessons. Neuropsych Publishers.
  • Karakus, O., Howard-Jones, P. A., & Jay, T. (2015). Primary and secondary school teachers’ knowledge and misconceptions about the brain in Turkey. Procedia Social and Behavioral Sciences, 174, 1933-1940. https://doi.org/10.1016/j.sbspro.2015.01.858
  • Kim, M., & Sankey, D. (2018). Philosophy, neuroscience and pre-service teachers’ beliefs in neuromyths: A call for remedial action. Educational Philosophy and Theory, 50(13), 1214-1227. https://doi.org/10.1080/00131857.2017.1395736
  • Koçak, G. (2020). Beyin araştırmalarının eğitime yansımaları: Geleceğin eğitimi üzerine. Edu 7: Yeditepe Üniversitesi Eğitim Fakültesi Dergisi, 9(11), 1-16.
  • Koschmeder, C. (2019). Heutagogical professional learning of mind, brain, and education: A convergent parallel mixed-methods research study of K-12 teacher perceptions (Order No. 28023997). Available from ProQuest Dissertations & Theses Global; Publicly Available Content Database. (2419355802).
  • Lethaby, C., & Harries, P. (2015). Learning styles and teacher training: Are we perpetuating neuromyths? ELT Journal, 70(1), 16-27. https://doi.org/10.1093/elt/ccv051
  • 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: 10.3389/fpsyg.2017.01314
  • Madua, A. E. (2022). Teaching English to the rythm of the brain. Journal of Neuroeducation, 3(1), 34-52.
  • McMahon, K., Yeh, C. S. H., & Etchells, P. J. (2019). The impact of a modified initial teacher education on challenging trainees' understanding of neuromyths. Mind, Brain, and Education, 13(4), 288-297. https://doi.org/10.1111/mbe.12219
  • OECD (2002). Learning Seen from a Neuroscientific Approach. OECD. Retrieved from https://www.oecd.org/education/ceri/31706603.pdf
  • OECD (2007). Understanding the Brain: The Birth of a Learning Science. OECD. Papadatou-Pastou, M., Haliou, E., & Vlachos, F. (2017). Brain knowledge and the prevalence of neuromyths among prospective teachers in Greece. Frontiers in psychology, 8, 804. https://doi.org/10.3389/fpsyg.2017.00804
  • Papatzikis, E. (2017). Neuromyths in education and development: A comprehensive approach. European Scientific Journal, ESJ, 13(3), 85-91.
  • Pasquinelli, C., McPhee, F., Eley, T., Villegas, C., Sandy, K., Sheridan, P., ... & Grasela, D. M. (2012). Single-and multiple-ascending-dose studies of the NS3 protease inhibitor asunaprevir in subjects with or without chronic hepatitis C. Antimicrobial agents and chemotherapy, 56(4), 1838-1844.
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There are 65 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Makaleler
Authors

Tuğba Ulusoy 0000-0002-6617-8296

Selda Bakır 0000-0002-2169-2910

Seraceddin Levent Zorluoğlu 0000-0002-8958-0579

Publication Date June 30, 2023
Submission Date February 26, 2023
Published in Issue Year 2023 Volume: 19 Issue: 1

Cite

APA Ulusoy, T., Bakır, S., & Zorluoğlu, S. L. (2023). Neuromyths in Education. Eğitimde Kuram Ve Uygulama, 19(1), 74-82. https://doi.org/10.17244/eku.1256588