Words Matter: Understanding Teacher Perspectives of Educational Neuroscience (Poster 43)

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

Abstract

Teachers are uniquely positioned to integrate instructional practices based off research findings into the classroom; however, the field of educational neuroscience is one where research has become embroiled with ideas, or “neuromyths” that may not accurately reflect the findings from neuroscience. Data from 988 comments in 33 Reddit education-focused threads was collected, regarding sharing their reception of applying educational neuroscience research in their classrooms and their perception of its usefulness. Result of an Epistemic Network Analysis (ENA) show that teachers have a negative orientation to educational neuroscience research and question the methods, results, and subsequent integration into the classroom. This paper demonstrates a disconnect between educational neuroscience researchers and teachers in regards to the integration of findings into practice.

Authors

• Virginia Clark, Clemson University

• Katherine Mulholland, Clemson University