Learning-related neuromyths among student teachers in Estonia
DOI:
https://doi.org/10.12697/eha.2022.10.1.06Keywords:
neuromyths, teacher education students’ knowledge, teacher educationAbstract
Haridusüldsusel on suur huvi neuroteaduste uurimustulemuste rakendamise vastu praktikas, kuid valdkondlike teadmiste puudumine ning teadlaste ja õpetajate vähene kommunikatsioon keeruliste teadustulemuste tõlgendamisel on viinud mitmete väärarusaamade ehk neuromüütide tekkeni. Siinse uuringu eesmärk oli kaardistada, kuivõrd on rahvusvahelistes uuringutes esitatud väärarusaamad levinud meie tulevaste õpetajate hulgas ning kas õpetajaks õppijaid iseloomustavad taustategurid (nt vanus, läbitud õpingud, õppekava või töökogemus õpetajana) on seotud sellega, milliseid väärarusaamu enam tõeseks peetakse. Küsitluses osales kokku 297 õpetajakoolituse üliõpilast Tallinna ja Tartu Ülikoolist. Kõige levinum neuromüüt tudengite hulgas on arusaam, et inimesed õpivad paremini, kui info jagamisel arvestatakse nende visuaalse, auditiivse ja kinesteetilise õpistiiliga. Õppekavade arendus ja interdistsiplinaarne koostöö teadusvaldkondade vahel on võti teaduspõhise õpetajakoolituse arendamisel.
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