Spoznanja o delovanju možganov in nevromiti pri (bodočih) specialnih in rehabilitacijskih pedagogih

Hvastija, Alja (avtor), Smrtnik Vitulić, Helena (mentor), Košak Babuder, Milena (komentor)

Poznavanje delovanja možganov je pomembno za specialne in rehabilitacijske pedagoge, ki delujejo na področju vzgoje in izobraževanja. V zadnjih dveh desetletjih se znanstvena spoznanja o delovanju možganov (nevrospoznanja) intenzivno širijo, s tem pa tudi nekatera napačna pojmovanja o njihovem delovanju. Med napačne predstave, ki ne izhajajo iz znanstvenih spoznanj o delovanju možganov, pa prištevamo tudi nevromite. Napačna spoznanja o delovanju možganov in nevromiti lahko neugodno vplivajo na vzgojno-izobraževalno delo z učenci, zato je pomembno, da jih specialni in rehabilitacijski pedagogi razlikujejo od znanstvenih spoznanj o delovanju možganov. V magistrski raziskavi smo s pomočjo vprašalnika, oblikovanega za namen magistrske raziskave, ugotavljali, iz katerih virov študenti in zaposleni specialni in rehabilitacijski pedagogi pridobivajo znanje o možganih in učenju. Prav tako nas je zanimalo, ali so študenti specialne in rehabilitacijske pedagogike ter zaposleni specialni in rehabilitacijski pedagogi seznanjeni z novejšimi znanstvenimi spoznanji ter nevromiti o delovanju možganov in kako so viri povezani s poznavanjem spoznanj o možganih in nevromitov. Poleg tega pa nas je zanimalo tudi, katere izobraževalne programe in pristope, ki temeljijo na pravih ali napačnih nevroznanstvenih prepričanjih, sodelujoči uporabljajo v praksi in kaj menijo o njihovi učinkovitosti. V vzorec smo zajeli 38 študentov 1. letnika dodiplomskega študija in 25 študentov 1. letnika podiplomskega študija specialne in rehabilitacijske pedagogike na Pedagoški fakulteti Univerze v Ljubljani ter 58 zaposlenih specialnih in rehabilitacijskih pedagogov. Rezultati so pokazali, da sodelujoči iz vseh treh skupin najpogosteje (nad 50 %) pridobivajo znanje o možganih in učenju preko interneta. Večina (nad 50 %) študentov in zaposlenih specialnih in rehabilitacijskih pedagogov je seznanjena z novejšimi znanstvenimi spoznanji o možganih in učenju, a verjamejo tudi v nekatere nevromite, kot so: posamezniki se bolje učijo, kadar sprejemajo informacije v svojem prevladujočem učnem stilu; z razlikami v dominantnosti možganskih hemisfer (levi možgani, desni možgani) lahko razložimo individualne razlike med učenci pri učenju; vaje za koordinacijo motorično-zaznavnih spretnosti lahko izboljšajo pismenost (spretnosti branja in pisanja). Med skupinami so se pokazale nekatere razlike v seznanjenosti z novejšimi znanstvenimi spoznanji o možganih in nevromiti. Poznavanje nevrospoznanj je bilo najpogosteje odvisno od pridobivanja znanja o možganih in učenju preko interneta, poznavanje nevromitov pa od pridobivanja znanja o možganih in učenju v osnovni in/ali srednji šoli. Med znanstveno neutemeljenimi oz. nepreverjenimi izobraževalnimi programi oz. pristopi večina (nad 50 %) študentov in zaposlenih specialnih in rehabilitacijskih pedagogov najpogosteje uporablja metodo VAK (učni stili), ki temelji na nevromitu, da se posamezniki bolje učijo, kadar sprejemajo informacije v svojem prevladujočem učnem stilu, za katero so tudi prepričani, da je učinkovita. Med znanstveno utemeljenimi oz. preverjenimi izobraževalnimi programi oz. pristopi pa jih večina najpogosteje uporablja terapevtski pristop senzorne integracije, za katerega so prav tako prepričani, da je učinkovit. Ugotovitve raziskave so lahko izhodišče za načrtovanje študijskih vsebin in dodatnih izobraževanj s področja nevroedukacije, ki bi temeljile na znanstveno utemeljenih spoznanjih o delovanju možganov za delo v vzgoji in izobraževanju.

• Jezik: Slovenski jezik
• Ključne besede: možgani
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2020
• PID: 20.500.12556/RUL-116900
• COBISS.SI-ID: 19219715
• Datum objave v RUL: 23.06.2020

HVASTIJA, Alja, 2020, Spoznanja o delovanju možganov in nevromiti pri (bodočih) specialnih in rehabilitacijskih pedagogih [na spletu]. Magistrsko delo. [Dostopano 4 maj 2025]. Pridobljeno s: https://repozitorij.uni-lj.si/IzpisGradiva.php?lang=slv&id=116900

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Brain functioning knowledge and neuromyths of pre-service special and rehabilitation pedagogues

Izvleček

General knowledge of the human brain is important for special and rehabilitation pedagogues working in the field of education. In the last twenty years, there has been a considerable advancement of neuroscientific findings regarding brain and learning as well as commonly endorsed misconceptions such as neuromyths. Misconceptions about the brain and neuromyths can have a negative effect on educational practice. That is why it is important for special and rehabilitation pedagogues to distinguish neuroscientific facts from neuromyths and other misconceptions about the brain and learning. In the empirical part of this master's thesis, a specially designed questionnaire was used to discover relevant sources about the brain and learning used by participants in the study. The second purpose of the study was to investigate general knowledge about the brain alongside the prevalence of neuromyths regarding the human brain and learning among (pre-service) special and rehabilitation pedagogues. The third purpose of the study to identify how are sources about the brain and learning connected to general brain-related knowledge and the prevalence of neuromyths. The fourth purpose of the study was to determine which so-called “brain-based” neuro-educational programmes lacking scientific evidence, as well as scientifically-approved neuro-educational programmes, (pre-service) special and rehabilitation pedagogues use in their everyday practice and what they think about their effectiveness. We surveyed two groups of university students of Special and Rehabilitation Pedagogy, namely 38 first year undergraduate students and 25 first year postgraduate students studying at the Faculty of Education in the University of Ljubljana, alongside 58 practicing special and rehabilitation pedagogues. The results have shown that the majority (more than 50 %) of participants gain their knowledge about brain and learning via the internet. Our results have demonstrated considerable knowledge of newer neuroscientific findings as well as the acceptance of three neuromyths in the majority (more than 50 %) of participants from all three groups. Said three neuromyths were: Individuals learn better when they receive information in their preferred learning style (e.g. auditory, visual, kinaesthetic); differences in hemispheric dominance (left brain, right brain) can help explain individual differences amongst learners, and exercises that rehearse co-ordination of motor-perception skills can improve literacy skills. There were also differences established amongst the three groups regarding two neuroscientific findings and two neuromyths. Knowledge of newer neuroscientific findings was most frequently connected with gaining information about the brain and learning through the internet, whereas knowledge of neuromyths was most frequently connected with gaining information in primary and/or secondary schools. The majority (more than 50 %) of participants most frequently use non-scientific neuro-educational programme by the name of VAK approach (based on the neuromyth “Individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, kinaesthetic”) which they also deem effective. When it comes to scientifically proven neuro-educational programmes the majority of participants most frequently use Sensory integration therapy, which they also deem effective. The findings of this study can assist with planning study programmes as well as additional educational programmes focusing on neuro-educational themes, which should be based on neuroscientific findings and facts about the brain and learning to guide educational practice.

• Ključne besede: brain