A Comparative Study about High School Teachers’ Neuromyths in Turkey and Israel

Abstract

The aim of this study is to determine the neuromyths among Turkish and Israeli high school teachers and compare them across countries. The Educational Neuroscience Data Collection Scale, which was adapted into Turkish by Gülsün and Köseoğlu (2020) from Dekker et al. (2012) with regard to the brain and its functioning, was utilized as the data collection tool. Teachers working in Turkish high schools and teachers working in the Israeli Ministry of Education constituted the study sample. Between June 2019 and December 2020, there were 184 teachers (Turkey:112; Israel: 72) who volunteered to participate in the study. The research model is a relational investigation based on the general screening model. Data analysis included t-test and chi-square tests; when the independent variable was continuous, the t-test was used for independent groups, and when the independent variable was discrete, the chi-square approach was used, in accordance with the assumptions required to make group comparisons. According to the results of the study, there were significant differences between countries about the brain functions and the items related to neuromyths. However, no statistically significant difference was found between the country averages of the items in the data collection tool and the total item. With the intercountry comparison, it is considered that suggestions for eliminating neuromyths of teachers working in countries and suggestions to be made in teacher training programs will be important.