Abstract
The aim of study is to determine the neuromyth level of teachers and pre-teachers and reveal if there is significant difference in terms of some variables (gender, class, etc.). Research was designed in survey model. The research sample was formed with 241 teachers and 511 teacher candidates. In the collection of data, “Educational neuromyhts test” that has 31 questions with options “right, wrong, I have no idea” that was created by the authors by applying reliability studies. Score that can be taken from measuring tool are in the range of 0-31. According to the findings; while teachers are having an average score of “18,87”, teacher candidates received an average score of “16,70”. According to this result, teacher and teacher candidates have misplaced half of the questions of neurometry. While comparing the scores of teachers and teacher candidates, a significant difference in favor of the teachers (p=.000) were found. The results of the research are expected to led to a debate on “brain and learning” issues.
Highlights
As brain is the organ where learning takes place, the structure and functioning of brain have always been the educators’ centre of attention
When the findings acquired from the analyses were evaluated, it was concluded that; while teachers achieved “18,87” point average in educational neuromyth test, teacher candidates achieved “16,70” point average in the same test
As a result of Mann-Whitney U test carried out in order to determine among which groups the differences were; it can be said that the teacher candidates’, who are continuing their education in 3rd grade, awareness on brain and learning was at a better level than the teacher candidates continuing their education in 2nd grade
Summary
As brain is the organ where learning takes place, the structure and functioning of brain have always been the educators’ centre of attention. Thanks to the technologies developed, significant contribution has been made to the exploration of structural and functional characteristics of the brain; and due to the use of neuro-psychological tests, significant data resulting with changes in the educational field, have been reached (Dwyer, 2002; Gülpınar, 2005). According to several research findings, many techniques used under the name of brain-dependent learning, are neuromyth; that is the findings in neuroscience have been misunderstood and misused (Bruer, 1998; Goswami, 2004; Blakemore & Frith, 2005; Goswami, 2006; OECD, 2002; Dekker et al, 2012; Canbulat & Doğan Altun, 2013; Howard-Jones, 2014; Gleichgerrcht, Luttges, Salvarezza, & Campos, 2015)
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