Determining Biology Teachers' Neuromyths and Knowledge About Brain Functions

Abstract

Due to the advances in the field of medicine and neurology, neuroscience has taken its place as an important research field in the literature with an enormous reflection upon various interdisciplinary studies, including education. As an emerging field of study, educational neuroscience has attracted researchers’ attention in recent years. Nowadays, common misunderstanding about brain mechanisms is called a neuromyth. The aim of this research is, thus, to determine what Biology teachers know as correct and incorrect (neuromyths) about brain functions. This study, carried out with Biology teachers, is important in bridging neuroscience and education (namely Educational neuroscience). For the purpose of the study, general survey model was utilized. The sample of the study constituted 146biology teachers. A survey tool titled ‘Data Collection for Educational Neuroscience’ was used as a data collection tool. The analysis explored the relationship between some demographic data and the neuromyths teachers possess. Obtained data were analyzed and reported by frequency and Spearman correlation coefficient According to the results of the study, it is seen that most of the Biology teachers know one out of three correct items whereas they did not have neuromyths for three of seven neuromyths.