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Learning styles and teacher training are we perpetuating neuromyths?

Learning styles and teacher training are we perpetuating neuromyths?

 Lethaby, Carol.
 2016.
 p. 16-27. Oxford University Press. English ISSN: 09510893
Ngôn ngữPerpetuating neuromyths.Teacher training.Learning styles.
Tác giả CN Lethaby, Carol.
Nhan đề Learning styles and teacher training: are we perpetuating neuromyths? / Carol Lethaby and Patricia Harries.
Thông tin xuất bản 2016.
Mô tả vật lý p. 16-27.
Tùng thư Oxford University Press.
Tóm tắt Recent research suggests that brain-based teaching, as exhibited in the idea of teaching to address perceptual learning styles, has no basis in what scientists are learning about the brain and how it works. This article questions whether training teachers to assess and accommodate learning styles is harmless or potentially poor educational practice. A study was conducted amongst practising language teachers to uncover the extent to which they believed in so-called ‘neuromyths’ and whether and how these beliefs, particularly the idea that accommodating sensory learning styles improves learning, have influenced their teaching. The article concludes with some recommendations regarding current scientific findings in this area and language teacher education.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Tiếng Anh-TVĐHHN
Từ khóa tự do Perpetuating neuromyths.
Từ khóa tự do Teacher training.
Từ khóa tự do Learning styles.
Tác giả(bs) CN Harries, Patricia.
Nguồn trích ELT journal.- 2016, Vol. 70, No. 1.
MARC
Hiển thị đầy đủ trường & trường con
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490[ ] |a Oxford University Press.
520[ ] |a Recent research suggests that brain-based teaching, as exhibited in the idea of teaching to address perceptual learning styles, has no basis in what scientists are learning about the brain and how it works. This article questions whether training teachers to assess and accommodate learning styles is harmless or potentially poor educational practice. A study was conducted amongst practising language teachers to uncover the extent to which they believed in so-called ‘neuromyths’ and whether and how these beliefs, particularly the idea that accommodating sensory learning styles improves learning, have influenced their teaching. The article concludes with some recommendations regarding current scientific findings in this area and language teacher education.
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