???????? ?????????-??????|Eleni Haliou|Filippos Vlachos
Brain Knowledge and the Prevalence of Neuromyths among Prospective Teachers in Greece
National and Kapodistrian University of Athens|Oxford Research Group|University of Oxford|National and Kapodistrian University of Athens|University of Thessaly
although often teachers show great interest introducing findings field neuroscience classrooms growing concern lack academic instruction neuroscience teachers curricula led proliferation neuromyths surveyed 468 undergraduate mean age 1960 years sd 229 86 postgraduate students mean age 2852 years sd 716 enrolled departments education university thessaly national kapodistrian university athens used 70item questionnaire aiming explore general knowledge brain neuromyths participants attitude towards neuroeducation well reading habits prospective teachers found believe neuroscience knowledge useful teachers 903 agreement somewhat knowledgeable comes brain 4733 assertions answered correctly less well informed comes neuroscientific issues related special education 3686 correct responses findings indicate general knowledge brain found best safeguard believing neuromyths based results suggest prospective teachers benefit academic instruction neuroscience propose instruction takes place undergraduate courses departments education emphasis given debunking neuromyths enhancing critical reading skills dealing topics relevant special education