Nekateri nevromiti in dejstva o možganih - Kaj je pomembno vedeti za učenje in poučevanje?

Tancig, Simona (author)

Nevroznanstvena pismenost – splošno znanje o možganih in nevromitih – je deležna velikega zanimanja med izobraževalci v svetu. Izobraževalci včasih prevzamejo poučevalno prakso, ki nima znanstvene osnove v nevroznanosti. Ta pojav označujemo kot širjenje napačnih pojmovanj o možganskih strukturi in funkcijah. Neredko nevromiti izhajajo iz raziskav, ki so bile napačno interpretiranje ali posplošene. Vedno več je literature o nevromitih pri učiteljih. Nevroznanstvena pismenost je bila raziskana v številnih državah z zelo različnimi kulturami. Glavni namen prispevka je pregledati nekaj najbolj razširjenih nevromitov, ki prevladujejo pri bodočih učiteljih Pedagoške fakultete Univerze v Ljubljani. Ti nevromiti so: uporabljamo samo 10 % možganov; posamezniki imajo različne učne stile – AVK; ločimo levohemisferične in desnohemisferične posameznike. Za dvig zavedanja pomembnosti nevroznanstvene pismenosti je podan pregled znanstvenih raziskav o dejstvih o možganih: možgani so izjemno plastični; izobraževanje je pomemben dejavnik razvoja in izboljšanja kognitivnih funkcij; mesto čuječnosti v vzgojno-izobraževalnem procesu – danes zelo aktivno področje raziskav. Za zmanjšanje števila napačnih pojmovanj in povečanje nevroznanstvene pismenosti bi bilo smiselno v izobraževanje učiteljev vključiti nevroedukacijske vsebine.

• Language: Slovenian
• Keywords: dejstva o možganih
• Work type: Conference report
• Typology: 1.06 - Published Scientific Conference Contribution (invited lecture)
• Organization: PEF - Faculty of Education
• Year: 2017
• Number of pages: 274-288
• PID: 20.500.12556/RUL-100154
• COBISS.SI-ID: 11939401
• Publication date in RUL: 12.03.2018

Secondary language

• Language: English
• Title: Some neuromyths and facts about the brain - What is important to know for learning and teaching?

Abstract

Neuroscience literacy – general knowledge about the brain and neuromyths – has gained strong interest among educators worldwide. Sometimes educators are accepting teaching practices that do not have scientific basis in neuroscience. This phenomenon has been labeled 'spread of misconception' (neuromyths) about the brain structure and its functions. Sometimes neuromyths originate from research that has been misinterpreted or extrapolated well beyond the data involved. There is a growing body of literature on adoption of neuromyths among teachers. Neuroscience literacy among teachers has been documented in a number of countries with very different cultures. The main aim of this paper is to examine several of the most popular neuromyths, which are also prevalent among prospective teachers (students) of the Faculty of Education at the University of Ljubljana. These neuromyths are: we use 10 % our brain; different children have different learning styles – AVK; left brain thinkers differ from right brain ones. On the other hand, in order to raise the awareness of importance of neuroscience literacy we also review scientific evidence for the brain facts: the brain is plastic; education is a powerful form of cognitive enhancement; mindfulness and its place in the classroom – nowadays a very active area of research. In order to reduce the number of misconception we suggest enhancing the neuroscience literacy of teachers by incorporating neuroeducational courses into teachers' education as recommended by The Royal Society (2011).

• Keywords: brain facts