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      Educational Neuroscience Training for Teachers’ Technological Pedagogical Content Knowledge Construction

      research-article
      1 , * , 2 , *
      Frontiers in Psychology
      Frontiers Media S.A.
      neuroscience, educational neuroscience, brain, teachers development, TPACK

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          Abstract

          The attention to the laws of the brain and the mechanism of learning in the smart education era becomes the starting point for the convergence and development of education and neuroscience, which also inspired educational neuroscience (EN) affecting the teacher’s development. Although teachers always have a general curiosity about EN and its applications, the limited knowledge hinders their general practice, neuromyths begin to emerge, and there is no evidence to directly show the connection between EN and teachers’ technological pedagogical content knowledge (TPACK) knowledge. Based on an EN teacher training program for 216 teachers, this study verifies that EN training programs can promote teachers’ understanding of EN-related knowledge, and EN is also correlated to teachers’ TPACK. However, the EN training program does not promote high well-being and satisfaction. The research also analyzes the process of teachers’ EN knowledge dissemination based on interviews, and the research conclusion can further reveal the necessity of EN training for teachers in the future.

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          Most cited references59

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          Education and the Brain: A Bridge Too Far

          J T Bruer (1997)
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            Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers

            The OECD’s Brain and Learning project (2002) emphasized that many misconceptions about the brain exist among professionals in the field of education. Though these so-called “neuromyths” are loosely based on scientific facts, they may have adverse effects on educational practice. The present study investigated the prevalence and predictors of neuromyths among teachers in selected regions in the United Kingdom and the Netherlands. A large observational survey design was used to assess general knowledge of the brain and neuromyths. The sample comprised 242 primary and secondary school teachers who were interested in the neuroscience of learning. It would be of concern if neuromyths were found in this sample, as these teachers may want to use these incorrect interpretations of neuroscience findings in their teaching practice. Participants completed an online survey containing 32 statements about the brain and its influence on learning, of which 15 were neuromyths. Additional data was collected regarding background variables (e.g., age, sex, school type). Results showed that on average, teachers believed 49% of the neuromyths, particularly myths related to commercialized educational programs. Around 70% of the general knowledge statements were answered correctly. Teachers who read popular science magazines achieved higher scores on general knowledge questions. More general knowledge also predicted an increased belief in neuromyths. These findings suggest that teachers who are enthusiastic about the possible application of neuroscience findings in the classroom find it difficult to distinguish pseudoscience from scientific facts. Possessing greater general knowledge about the brain does not appear to protect teachers from believing in neuromyths. This demonstrates the need for enhanced interdisciplinary communication to reduce such misunderstandings in the future and establish a successful collaboration between neuroscience and education.
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              What is technological pedagogical content knowledge (TPACK)?

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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                24 December 2021
                2021
                : 12
                : 792723
                Affiliations
                [1] 1School of Information Science and Technology, Northeast Normal University , Changchun, China
                [2] 2School of Media Science, Northeast Normal University , Changchun, China
                Author notes

                Edited by: Emilio Crisol Moya, University of Granada, Spain

                Reviewed by: Karla Olmo-Sánchez, Universidad Autónoma de Ciudad Juárez, Mexico; Liliana Herrera Nieves, University of Atlántico, Colombia

                *Correspondence: Yulu Cui, 724201647@ 123456qq.com

                This article was submitted to Organizational Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2021.792723
                8739229
                35002887
                07c1e0cf-101e-4099-a7b5-738d3230b65f
                Copyright © 2021 Cui and Zhang.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 11 October 2021
                : 26 November 2021
                Page count
                Figures: 3, Tables: 5, Equations: 0, References: 60, Pages: 12, Words: 8738
                Categories
                Psychology
                Original Research

                Clinical Psychology & Psychiatry
                neuroscience,educational neuroscience,brain,teachers development,tpack

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