Abstract
Background
Educational neuromyths are known to exist amongst teachers in Western countries, and some researchers argue that neuromyths may affect classroom teaching.
Method
An online survey was designed and distributed to sixty-four Hong Kong inclusive education teachers. Descriptive statistics, Pearson's correlation, Hierarchical Multiple Regression, and Thematic analysis were used to analyzed the collected data.
Results
First, there is a relatively low prevalence of neuromyths among Hong Kong teachers. Second, neuromyths were not significantly correlated with inclusive teachers' instructional practices. Third, teachers’ general knowledge of the brain was significantly correlated with neuromyths and is a significant predictor of neuromyths. Fourth, the work-related stress of teachers was the main barrier to learning about neuroscience and adopting evidence-based practices in classroom teaching in Hong Kong.
Conclusion
Our findings raise awareness of environmental and cultural factors that need to be considered and might affect the prevalence of neuromyths studies in non-WEIRD contexts.
Educational neuromyths are known to exist amongst teachers in Western countries, and some researchers argue that neuromyths may affect classroom teaching.
Method
An online survey was designed and distributed to sixty-four Hong Kong inclusive education teachers. Descriptive statistics, Pearson's correlation, Hierarchical Multiple Regression, and Thematic analysis were used to analyzed the collected data.
Results
First, there is a relatively low prevalence of neuromyths among Hong Kong teachers. Second, neuromyths were not significantly correlated with inclusive teachers' instructional practices. Third, teachers’ general knowledge of the brain was significantly correlated with neuromyths and is a significant predictor of neuromyths. Fourth, the work-related stress of teachers was the main barrier to learning about neuroscience and adopting evidence-based practices in classroom teaching in Hong Kong.
Conclusion
Our findings raise awareness of environmental and cultural factors that need to be considered and might affect the prevalence of neuromyths studies in non-WEIRD contexts.
| Original language | English |
|---|---|
| Article number | 100221 |
| Number of pages | 7 |
| Journal | Trends in Neuroscience and Education |
| Volume | 34 |
| Early online date | 5 Feb 2024 |
| DOIs | |
| Publication status | Published - 1 Mar 2024 |
Bibliographical note
© 2024 The Author(s)Keywords
- Neuromyths
- Instructional practices