Neuroscience knowledge enriches pedagogical choices

Schwartz, Marc S.; Hinesley, Vicki; Chang, Zhengsi; Dubinsky, Janet M.

doi:10.1016/j.tate.2019.04.002

Cited by 54 publications

(46 citation statements)

References 33 publications

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“…Professional development in neuroscience has been demonstrated to increase teacher content knowledge as well as confidence in and use of student-centered pedagogy (MacNabb et al, 2006b;Roehrig et al, 2012). This was true for science teachers and non-science teachers (Schwartz et al, 2019). After attending a series of neuroscience seminars, teachers embraced the content as relevant to their practices (Dommett et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Tiered Neuroscience and Mental Health Professional Development in Liberia Improves Teacher Self-Efficacy, Self-Responsibility, and Motivation

Brick

Cooper

Mason

et al. 2021

Front. Hum. Neurosci.

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After acquiring knowledge of the neuroscience of learning, memory, stress and emotions, teachers incorporate more cognitive engagement and student-centered practices into their lessons. However, the role understanding neuroscience plays in teachers own affective and motivational competencies has not yet been investigated. The goal of this study was to investigate how learning neuroscience effected teachers’ self-efficacy, beliefs in their ability to teach effectively, self-responsibility and other components of teacher motivation. A pilot training-of-trainers program was designed and delivered in Liberia combining basic neuroscience with information on social, emotional, behavioral and mental health issues faced by students. Tier I of the professional development was a 2 weeks workshop led by a visiting neuroscientist. A subset of the 24 Tier I secondary science teachers formed a Leadership Team who adapted the content to the Liberian context and subsequently led additional workshops and follow-up sessions for the Tier II secondary science teachers. Science teachers in both tiers completed the affective-motivational scales from the internationally vetted, multiscale Innovative Teaching for Effective Learning Teacher Knowledge Survey from the OECD. Tier II teachers completed the survey in a pre-post-delayed post design. Tier I teachers completed the survey after the workshop with their attitudes at that time and separately with retrospective projections of their pre-workshop attitudes. Ten of the 92 Tier II teachers participated in structured interviews at follow-up. Statistical analysis of survey data demonstrated improved teacher self-efficacy, self-responsibility for student outcomes, and motivation to teach. Qualitatively, teachers expressed more confidence in their ability to motivate students, engage them through active learning, and manage the class through positive rather than negative reinforcement. Teachers’ own self-regulation improved as they made efforts to build supporting relationships with students. Together, these results demonstrated that (i) teacher affective-motivational attitudes can be altered with professional development, (ii) basic neuroscience, as knowledge of how students learn, can improve teacher competency, and (iii) a training-of-trainers model can be effective in a low and middle income country for disseminating neuroscience knowledge, increasing teachers’ knowledge of students’ social and emotional needs, and promoting educational improvement.

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Section: Introductionmentioning

confidence: 99%

Tiered Neuroscience and Mental Health Professional Development in Liberia Improves Teacher Self-Efficacy, Self-Responsibility, and Motivation

Brick

Cooper

Mason

et al. 2021

Front. Hum. Neurosci.

Self Cite

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“…The goal of this interdisciplinary field is not merely to derive pedagogical practices from neuroscience, but to provide a foundation of which cognitive abilities should be targeted, and how life-course factors can strengthen or hinder learning outcomes (Rose et al, 2013). have also commenced neuroscience programs for teachers and students, motivating pedagogical shifts towards more student-centred and self-directed learning (Schwartz et al, 2019). Frontiers for Young Minds is further initiative aiming to involve parents and students in the scientific enterprise.…”

Section: Knowledge Production Translation and Sharingmentioning

confidence: 99%

The Science of Lifelong Learning

Goodwill¹,

Chen²

2021

Preprint

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The impetus for nations to build resilience for rapid changes and uncertainty, and the increasing complexity of challenges has made sustainable development a priority. Lifelong learning holds the key to sustainability in maximizing human potential to address the needs of the future. The development of the science of lifelong learning is emerging and gaining traction through interdisciplinary discourse and research. It has provided a framework to view lifelong learning from cradle to grave with foundations in our understanding of brain development, degeneration, and plasticity . The space for lifelong learning is interactive, life-wide and entrenched in rich social contexts. Thus, the translation of scientific knowledge (including neuroscience) to be consumable by the masses (the learners), and the agents providing knowledge (the educators and parents), will be instrumental in promoting inclusive and participatory processes of knowledge production and sharing. We envision the science of lifelong learning to empower learners from diverse backgrounds and societies to have the capacity to contribute to a learning planet. This chapter provides a brief overview of the current state of the science of lifelong learning. We will showcase some ongoing research on the science of learning at our centre in Singapore and discuss implications of lifelong learning for futures of education, economy, health, and well-being.

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“…Teachers' beliefs may be related to their practices in multiple ways: through filtering information and experiences, framing situations and problems, and guiding intention and action (Fives and Buehl, 2012). It should be expected that teachers will struggle with recognizing when and how to replace or amend elements of their beliefs about teaching based upon experience with those that are based upon research evidence (Schwartz et al, 2019). Thus, the role of "translator" is more complex than simply supplying information: It involves understanding context, the teacher's objectives and approach, and the process for conceptual change (e.g., Nussbaum and Novick, 1982;Pintrich et al, 1993) from deeply valued, experience-based models of teaching to models updated and augmented with evidence-based strategies.…”

Section: Mental Models For Teaching and Learningmentioning

confidence: 99%