Tsang, Po-yin, Francis, Gill Althia orcid.org/0000-0002-0795-2544 and Pavlidou, Elpida orcid.org/0000-0001-8707-4122 (2024) Educational neuromyths and instructional practices:The case of inclusive education teachers in Hong Kong. Trends in Neuroscience and Education. 100221. ISSN 2211-9493
Abstract
Background Educational neuromyths are known to exist amongst teachers in Western countries, and some researchers argue that neuromyths may affect classroom teaching. Method An online survey was designed and distributed to sixty-four Hong Kong inclusive education teachers. Descriptive statistics, Pearson's correlation, Hierarchical Multiple Regression, and Thematic analysis were used to analyzed the collected data. Results First, there is a relatively low prevalence of neuromyths among Hong Kong teachers. Second, neuromyths were not significantly correlated with inclusive teachers' instructional practices. Third, teachers’ general knowledge of the brain was significantly correlated with neuromyths and is a significant predictor of neuromyths. Fourth, the work-related stress of teachers was the main barrier to learning about neuroscience and adopting evidence-based practices in classroom teaching in Hong Kong. Conclusion Our findings raise awareness of environmental and cultural factors that need to be considered and might affect the prevalence of neuromyths studies in non-WEIRD contexts.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2024 The Author(s) |
Keywords: | Neuromyths,Instructional practices |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 07 Mar 2024 08:40 |
Last Modified: | 16 Oct 2024 19:49 |
Published Version: | https://doi.org/10.1016/j.tine.2024.100221 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1016/j.tine.2024.100221 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:210005 |
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Description: Educational neuromyths and instructional practices: The case of inclusive education teachers in Hong Kong
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