The Prevalence of Educational Neuromyths among Hungarian Pre-Service Teachers
Teachers with poor neuroliteracy fail to distinguish scientific evidence from neuromyths (NM), which might lead to the implementation of pseudoscientific educational methods. The prevalence of NM and general knowledge about the brain (GKAB) among in-service and pre-service teachers has been assessed...
Main Authors: | Julianna Vig, László Révész, Mónika Kaj, Katalin Kälbli, Bernadett Svraka, Kinga Révész-Kiszela, Tamás Csányi |
---|---|
Format: | Article |
Language: | English |
Published: |
MDPI AG
2023-02-01
|
Series: | Journal of Intelligence |
Subjects: | |
Online Access: | https://www.mdpi.com/2079-3200/11/2/31 |
Similar Items
-
Prevalence of neuromyths among psychology students: small differences to pre-service teachers
by: Verena Novak-Geiger
Published: (2023-05-01) -
Neuromyths in Industrial and Organisational Psychology in South Africa: Prevalence and impact
by: Ingra du Buisson-Narsai, et al.
Published: (2024-03-01) -
Why multiple intelligences theory is a neuromyth
by: Lynn Waterhouse
Published: (2023-08-01) -
Neuromyths and knowledge about intellectual giftedness in a highly educated multilingual country
by: Anna Schmitt, et al.
Published: (2023-10-01) -
Neurodidactics of Languages: Neuromyths in Multilingual Learners
by: Antonia Navarro Rincón, et al.
Published: (2022-01-01)