Preservice teachers’ neuroscience literacy and perceptions of neuroscience in education: Implications for teacher education

Fiona N.Y. CHING, Wing Mui Winnie SO, Sing Kai LO, Wai Ho Savio WONG

Research output: Contribution to journalArticlespeer-review

Abstract

Background: Owing to the prevalence of neuromyths in education, there has been a call for more teacher training in neuroscience. However, neuroscience is rarely featured in teacher education. This study investigated the neuroscience literacy and perceptions of neuroscience in education among preservice teachers in order to inform future development of initial teacher education.
Method: Neuroscience literacy of 968 preservice teachers and their perceptions towards applying neuroscience in education were examined using survey items adapted from studies addressing similar constructs. Rasch item response theory and classical test theory techniques were employed for data analysis.
Results: Most of the preservice teachers had limited brain knowledge and subscribed to many common neuromyths but were positive towards applying neuroscience in education. General brain knowledge was the only predictor for ability to identify neuromyths (β = .564).
Conclusion: Neuroscience knowledge can help safeguard preservice teachers against neuromyths. Neuroscience training deserves a place in teacher education. Copyright © 2020 Elsevier GmbH. All rights reserved.
Original languageEnglish
Article number100144
JournalTrends in Neuroscience and Education
Early online date26 Oct 2020
DOIs
Publication statusE-pub ahead of print - 26 Oct 2020

Citation

Ching, F. N. Y., So, W. W. M., Lo, S. K., & Wong, S. W. H. (2020). Preservice teachers’ neuroscience literacy and perceptions of neuroscience in education: Implications for teacher education. Trends in Neuroscience and Education. Advance online publication. doi: 10.1016/j.tine.2020.100144

Keywords

  • Neuromyths
  • Educational neuroscience
  • Preservice teachers
  • Teacher education
  • Predictors

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