The Role of an Educational Psychology Course in Improving Preservice Teachers' Neuroscience Literacy

• In Event: 31.056 - Brain, Neurosciences, and Education SIG Paper Session

Abstract

Although educators are increasingly interested in applying neuroscience findings to educational practice, their understanding of the brain often lags behind their enthusiasm for the brain. This study evaluated the effect of an introductory educational psychology course for enhancing the neuroscience literacy and reducing beliefs in neuromyths of pre-service teachers in the US and Korea. The results showed that the educational psychology course enhanced neuroscience literacy, although it did not reduce beliefs in neuromyths. We also investigated whether prior coursework in biology or neuroscience modulated neuroscience literacy. Finally, we evaluated whether US and Korean pre-service teachers differed in their information sources for neuroscience research, and in their attitudes towards bridging between education and neuroscience.

Authors

• Soo-hyun Im, University of Minnesota - Twin Cities

• Joo-Yun Cho, Seoul National University

• Janet M Dubinsky, University of Minnesota - Twin Cities

• Sashank Varma, University of Minnesota