Identifying the prevalence of neuromyths among teacher-students of Frahangian University of Iran

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Mahmoudi Kouchacksaraei Ali Asghar; NOURI ALI; TALKHABI MAHMOUD

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Journal: RESEARCH IN TEACHER EDUCATION Year:2021 | Volume:4 | Issue:1 (7) Page(s): 29-54

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Information Journal Paper

Title

Identifying the prevalence of neuromyths among teacher-students of Frahangian University of Iran

Author(s)

Mahmoudi Kouchacksaraei Ali Asghar | NOURI ALI | TALKHABI MAHMOUD | Issue Writer Certificate

Keywords

Neuro-educational literacy

Neuromythology

teacher education

Educational neuroscience

Survey

Abstract

Along with the tremendous advances that have been made in recent years in the exploration of the neural mechanisms underlying learning, memory, reasoning, emotion, and other cognitive processes, there has been a strong desire to apply this knowledge to improve educational policies and practices. While there is seen such a growing desire by educators, teachers, policymakers and other educational agents, some neuromyths have become common. The present study aims to identify the prevalent neuromyths among teacher-students of Farhangian University. For this purpose, a Survey research methodology has been used. The population was included all teacher-students of the six centers located in Tehran(4785 people) and the sampling method was proportional stratified sampling method. A total of 449 valid questionnaires were completed voluntarily and applied in the final analysis. A questionnaire including 59 true and false claims about the neuromyths has been used. The validity of the instrument was confirmed by experts and its reliability was higher than 0. 88 by calculating the Kuder-Richardson 21 formula. The results showed that 8 of neuromyths are the most prevalent among teacher-students. These misunderstandings included: to differentiate curriculum and instruction according to the preferred sensory learning style of individuals; to improve literacy skills through exercises that rehearse co-ordination of motor perception skills; to differentiate curriculum and instruction based on hemisphere dominance(left brain, right brain); to improving attention through the brain gym; to learn the second language after learning the native language; to assimilate human memory with computer; to enhance the mental capacity of children using omega-3 supplements; to improve academic performance through fatty acid supplements(omega 3 and 6). Overall, the results of this study indicate the widespread prevalence of neuromyths among teacher-students, and it is suggested that appropriate policies be taken to promote teacher-student's literacy about the valid educational applications of brain research.

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APA: Copy

Mahmoudi Kouchacksaraei, Ali Asghar, NOURI, ALI, & TALKHABI, MAHMOUD. (2021). Identifying the prevalence of neuromyths among teacher-students of Frahangian University of Iran. RESEARCH IN TEACHER EDUCATION, 4(1 (7) ), 29-54. SID. https://sid.ir/paper/409028/en

Vancouver: Copy

Mahmoudi Kouchacksaraei Ali Asghar, NOURI ALI, TALKHABI MAHMOUD. Identifying the prevalence of neuromyths among teacher-students of Frahangian University of Iran. RESEARCH IN TEACHER EDUCATION[Internet]. 2021;4(1 (7) ):29-54. Available from: https://sid.ir/paper/409028/en

IEEE: Copy

Ali Asghar Mahmoudi Kouchacksaraei, ALI NOURI, and MAHMOUD TALKHABI, “Identifying the prevalence of neuromyths among teacher-students of Frahangian University of Iran,” RESEARCH IN TEACHER EDUCATION, vol. 4, no. 1 (7) , pp. 29–54, 2021, [Online]. Available: https://sid.ir/paper/409028/en

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