Finnish Teachers’ Mindsets and Conceptions of Neuroplasticity (Poster 40)

• In Event: Sunday Poster Session 1:15 pm
  In Poster Session: Topics in Brain, Neurosciences, and Education

Abstract

Teachers’ mindsets play a significant role in supporting and advancing students’ learning trajectories. Understanding the malleability of the brain, which is one of the key factors behind a growth mindset, helps to challenge common misunderstandings about inherent and unchangeable potential, along with associated misconceptions about ability. The purpose of this study is to examine Finnish pre- and in-service teachers’ (N=312) mindsets and conceptions of neuroplasticity, which were measured using an online survey. Using exploratory factor analysis, we examined the factor structure of the instrument measuring conceptions of neuroplasticity. We identified one factor, “Scientific knowledge about the brain,” with an acceptable internal consistency. By contrast, the items of the other factor, “Neuromyths,” were examined individually because they lacked the necessary internal consistency. In line with previous Finnish studies, the teachers tended toward a growth mindset, and their mindsets were more growth-oriented regarding intelligence than giftedness. Moreover, teachers with different specializations did not differ in their mindsets, and their understanding of neuroplasticity was grounded in scientific knowledge. Regarding the correlation between mindsets and conceptions of neuroplasticity, we found a weak positive correlation between mindsets about intelligence and four neuromyth items. Further research is required to explore the extent to which mindsets play a potential role in either promoting or reducing misconceptions related to the brain and learning.
Keywords: Finland, Inclusive education, Teachers, Mindset, Neuroplasticity

Authors

• Kati M. Jääskö-Santala, University of Helsinki

• Sonja Laine, University of Helsinki

• Kirsi A. Tirri, University of Helsinki