Learning-related neuromyths among student teachers in Estonia

Authors

  • Katrin Poom-Valickis
  • Kati Aus
  • Elina Malleus-Kotšegarov

DOI:

https://doi.org/10.12697/eha.2022.10.1.06

Keywords:

neuromyths, teacher education students’ knowledge, teacher education

Abstract

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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Published

2022-05-01

How to Cite

Poom-Valickis, K., Aus, K., & Malleus-Kotšegarov, E. (2022). Learning-related neuromyths among student teachers in Estonia. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 10(1), 118–142. https://doi.org/10.12697/eha.2022.10.1.06

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