Building the connection between mind, brain and educational practice; roadblocks and some prospects

Summak, M. Semih; Summak, A. Elçin Gören; Summak, P. Şahika

doi:10.1016/j.sbspro.2010.03.251

Cited by 10 publications

(4 citation statements)

References 17 publications

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“…Put simply, there is no evidence to suggest neuromyths have any impact whatsoever on teacher efficacy or practice: it is merely an untested assumption put forward by the authors of the previously mentioned papers. Despite this, this assumption has proven wildly popular and, with no supporting evidence, been used to support the idea that neuroscience and basic brain knowledge should be included in (some argue, a mandatory feature of) teacher training and professional learning in order to improve teacher efficacy ( Dubinsky, 2010 ; Summak et al, 2010 ; Hardiman et al, 2012 ; Dubinsky et al, 2013 ; Dekker and Jolles, 2015 ). For instance, Karakus et al (2015) state “Given the high levels of neuromyths amongst Turkish teachers…we recommend greater attention is paid to the brain in initial teacher training and continuing professional development of teachers” (p. 1939).…”

Section: Introductionmentioning

confidence: 99%

On the Irrelevance of Neuromyths to Teacher Effectiveness: Comparing Neuro-Literacy Levels Amongst Award-Winning and Non-award Winning Teachers

et al. 2018

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A number of studies have recently demonstrated a high level of belief in ‘neuromyths’ (fallacious arguments about the brain) amongst trainee and non-award winning educators. The authors of these studies infer this to mean that acceptance of these neuromyths has a negative impact on teaching effectiveness. In this study, we explored this assumption by assessing the prevalence of neuromyth acceptance amongst a group of internationally recognized, award-winning teachers and comparing this to previously published data with trainee and non-award winning teacher populations. Results revealed the acceptance of neuromyths to be nearly identical between these two groups, with the only difference occurring on 2 (out of 15) items. These findings suggest that one cannot make simple, unqualified arguments concerning the relationship between belief in neuromyths and teacher effectiveness. In fact, the idea that neuromyths negatively impact upon teaching might, itself, be a neuromyth.

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Section: Introductionmentioning

confidence: 99%

On the Irrelevance of Neuromyths to Teacher Effectiveness: Comparing Neuro-Literacy Levels Amongst Award-Winning and Non-award Winning Teachers

et al. 2018

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“…_ Should teacher preparation and in-service courses include critical evaluation and distillation of research and 'brain based' programs? (Summak, Summak, & Summak, 2010) _ How may the trans-disciplinary vision of research be best fostered to inform and guide the practice of teaching and the experimental, diagnostic and evaluative work of neuroscience? _ How do educators develop a sense of scientific scepticism to assess claims made about educational programs?…”

Section: Oliver Downloaded By [University Of Western Australia] Atmentioning

confidence: 99%

Towards an understanding of neuroscience for science educators

Oliver

2011

Studies in Science Education

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Advances in neuroscience have brought new insights to the development of cognitive functions. These data are of considerable interest to educators concerned with how students learn. This review documents some of the recent findings in neuroscience, which is richer in describing cognitive functions than affective aspects of learning. A brief overview is presented here of the techniques used to generate data from imaging and how these findings have the possibility to inform educators. There are implications for considering the impact of neuroscience at all levels of education -from the classroom teacher and practitioner to policy. This relatively new cross-disciplinary area of research implies a need for educators and scientists to engage with each other. What questions are emerging through such dialogues between educators and scientists are likely to shed light on, for example, reward, motivation, working memory, learning difficulties, bilingualism and child development. The sciences of learning are entering a new paradigm.

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“…Such visions led to the creation of the International Mind, Brain, and Education Society (IMBES) at the turn of the century. In the years since, scholars have suggested that progress toward these ideals has been limited by structural 'roadblocks' between the worlds of researchers and practitioners (Ansari et al, 2011;Summak et al, 2010;Thomas et al, 2019;Varma et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Emerging Insights from a Research-Practice Partnership Approach to Educational Neuroscience

Toomarian,

Gosavi,

Hasak

et al. 2024

Preprint

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Advances in the field of Mind, Brain, and Education (MBE) have been limited by a fundamental separation between university-based neuroscience laboratories and school communities, constraining the field’s ability to collaboratively devise research studies germane to child development. This commentary explores the assertion that the persistent obstacles in MBE work may stem from how we structure these partnerships. We examine this premise through a detailed case study of a research-practice partnership that has successfully implemented a range of innovative programmatic elements, including the establishment of specially-trained liaisons, situating a neuroscience lab within a school, and actively involving practitioners and students in research. An analysis of the values that iteratively emerged from this approach may encourage other MBE stakeholders to consider affordances of this model when embarking upon future partnership endeavors.

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Building the connection between mind, brain and educational practice; roadblocks and some prospects

Cited by 10 publications

References 17 publications

On the Irrelevance of Neuromyths to Teacher Effectiveness: Comparing Neuro-Literacy Levels Amongst Award-Winning and Non-award Winning Teachers

On the Irrelevance of Neuromyths to Teacher Effectiveness: Comparing Neuro-Literacy Levels Amongst Award-Winning and Non-award Winning Teachers

Towards an understanding of neuroscience for science educators

Emerging Insights from a Research-Practice Partnership Approach to Educational Neuroscience

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