Neuromyths as a Challenge and Opportunity for the Learning and Teaching of Neuroscience

Asil Özdoğru; Nursena Balatekin

doi:10.30703/cije.457302

EN TR

Neuromyths as a Challenge and Opportunity for the Learning and Teaching of Neuroscience

Öz

Neuromyths are misconceptions generated by misunderstanding or misquoting of facts established by neuroscience about various topics such as critical periods, bilingualism, and hemispherization. The availability and dissemination of questionable content through various traditional and new media outlets fuel the spread of neuromythical ideas. Many teachers and students around the world believe in these neuromyths, which present a great challenge and at the same time an opportunity for the meaningful learning and use of neuroscientific knowledge. Based on the research published in the last 15 years, this study provides a review of the common neuromyths, their predictors and consequences, and proposes ways to deal with them for research and education communities. Common neuromyths include the use of 10% of the brain, right- and left-brain learners, learning styles, dyslexia, classical music, and attention. Lack of knowledge, high level of interest, and ineffective learning and teaching strategies were found to contribute to the proliferation of neuromyths. Learners and teachers who are well equipped with foundational knowledge in basic sciences, information literacy skills, and effective teaching techniques can be better in identifying and eliminating neuromyths. In order to battle and suppress neuromyths, neuroscientists and educators should improve their collaboration, and learners and teachers should adopt more effective learning and teaching strategies.

Anahtar Kelimeler

Neuroscience,misconceptions,neuromyths,learning,teaching

Nörobilimin Öğrenimi ve Öğretimi İçin Bir Zorluk ve Fırsat Olarak Nöromitler

Öz

Nöromitler; kritik dönemler, çift dillilik ve yanallaşma gibi çeşitli konularda nörobilim tarafından ortaya konan olguların yanlış anlaşılması veya yanlış yorumlanmasıyla ortaya çıkan kavram yanılgılarıdır. Çeşitli geleneksel ve yeni medya organları aracılığıyla şaibeli içeriğin erişilebilirliği ve yayılması, nöromit içeren fikirlerin çoğalmasını körüklemektedir. Dünyanın farklı bölgelerinden pek çok öğretmen ve öğrencinin bu nöromitlere inanması nörobilimsel bilginin anlamlı bir şekilde öğrenilmesi ve kullanımı açısından büyük bir tehdit ve aynı zamanda bir fırsat sunmaktadır. Bu çalışmada nöromitler hakkında son 15 yılda yayınlanan araştırmalar üzerinden yaygın nöromitler, bunların yordayıcıları ve sonuçları özetlenmekte araştırma ve eğitim camiası için nöromitlerle başa çıkmanın yolları sunulmaktadır. Yaygın nöromitler, beynin %10'unun kullanımı, sağ ve sol beyinle öğrenme, öğrenme stilleri, disleksi, klasik müzik ve dikkat gibi konuları içermektedir. Bilgi eksikliği, yüksek düzeyde ilgi ile etkisiz öğrenme ve öğretme stratejileri nöromitlerin çoğalmasına neden olmaktadır. Temel bilimler ile ilgili esaslı bilgi birikimi olan, bilgi okuryazarlığı becerisi ve etkili öğretim tekniklerine sahip öğrenci ve öğretmenler nöromitlerin saptanması ve ortadan kaldırılmasında daha yeterli olabilirler. Nöromitlerle savaşmak ve onları bastırmak için nörobilimciler ve eğitimciler işbirliklerini geliştirmeli ve öğrenciler ile öğretmenler daha etkili öğrenme ve öğretme stratejileri benimsemelidir.

Anahtar Kelimeler

Nörobilim,kavram yanılgıları,nöromitler,öğrenme,öğretme

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

-

Bölüm

Derleme

Yazarlar

Asil Özdoğru ^*
0000-0002-4273-9394
Türkiye

Nursena Balatekin
Türkiye

Yayımlanma Tarihi

31 Aralık 2018

Gönderilme Tarihi

4 Eylül 2018

Kabul Tarihi

28 Aralık 2018

Yayımlandığı Sayı

Yıl 2018 Cilt: 7 Sayı: 4

DOI

https://doi.org/10.30703/cije.457302

IZ

https://izlik.org/JA94PY88HS

Kaynak Göster

RIS / Bibtex

APA

Özdoğru, A., & Balatekin, N. (2018). Neuromyths as a Challenge and Opportunity for the Learning and Teaching of Neuroscience. Cumhuriyet Uluslararası Eğitim Dergisi, 7(4), 483-494. https://doi.org/10.30703/cije.457302

AMA

1.Özdoğru A, Balatekin N. Neuromyths as a Challenge and Opportunity for the Learning and Teaching of Neuroscience. CUE. 2018;7(4):483-494. doi:10.30703/cije.457302

Chicago

Özdoğru, Asil, ve Nursena Balatekin. 2018. “Neuromyths as a Challenge and Opportunity for the Learning and Teaching of Neuroscience”. Cumhuriyet Uluslararası Eğitim Dergisi 7 (4): 483-94. https://doi.org/10.30703/cije.457302.

EndNote

Özdoğru A, Balatekin N (01 Aralık 2018) Neuromyths as a Challenge and Opportunity for the Learning and Teaching of Neuroscience. Cumhuriyet Uluslararası Eğitim Dergisi 7 4 483–494.

IEEE

[1]A. Özdoğru ve N. Balatekin, “Neuromyths as a Challenge and Opportunity for the Learning and Teaching of Neuroscience”, CUE, c. 7, sy 4, ss. 483–494, Ara. 2018, doi: 10.30703/cije.457302.

ISNAD

Özdoğru, Asil - Balatekin, Nursena. “Neuromyths as a Challenge and Opportunity for the Learning and Teaching of Neuroscience”. Cumhuriyet Uluslararası Eğitim Dergisi 7/4 (01 Aralık 2018): 483-494. https://doi.org/10.30703/cije.457302.

JAMA

1.Özdoğru A, Balatekin N. Neuromyths as a Challenge and Opportunity for the Learning and Teaching of Neuroscience. CUE. 2018;7:483–494.

MLA

Özdoğru, Asil, ve Nursena Balatekin. “Neuromyths as a Challenge and Opportunity for the Learning and Teaching of Neuroscience”. Cumhuriyet Uluslararası Eğitim Dergisi, c. 7, sy 4, Aralık 2018, ss. 483-94, doi:10.30703/cije.457302.

Vancouver

1.Asil Özdoğru, Nursena Balatekin. Neuromyths as a Challenge and Opportunity for the Learning and Teaching of Neuroscience. CUE. 01 Aralık 2018;7(4):483-94. doi:10.30703/cije.457302