Abstract
Exposing teachers to the basic concepts of neuro-pedagogy could lead to a deeper understanding of the teaching-learning processes. This study examines 24 preservice teachers’ perceptions and attitudes towards neuro-pedagogy. The study was qualitative in design. The participants were interviewed prior to and following a neuro-pedagogy course with respect to their perceptions and attitudes towards using neuroscientific insights in the classroom. Findings illustrate that the neuro-pedagogy course fostered long-lasting learning, by allowing students to connect neuroscientific theory to educational practice.
Full Text
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call