Browsing by Subject "Educational neuroscience"
Now showing 1 - 2 of 2
Results Per Page
Sort Options
Item Acceptability of Neuroscientific Interventions in Education(Springer, 2021-08-05) Schmied, Astrid; Varma, Sashank; Dubinsky, Janet MResearchers are increasingly applying neuroscience technologies that probe or manipulate the brain to improve educational outcomes. However, their use remains fraught with ethical controversies. Here, we investigate the acceptability of neuroscience applications to educational practice in two groups of young adults: those studying bioscience who will be driving future basic neuroscience research and technology transfer, and those studying education who will be choosing among neuroscience- derived applications for their students. Respondents rated the acceptability of six scenarios describing neuroscience applications to education spanning multiple methodologies, from neuroimaging to neuroactive drugs to brain stimulation. They did so from two perspectives (student, teacher) and for three recipient populations (low-achieving, high-achieving students, students with learning disabilities). Overall, the biosciences students were more favorable to all neuroscience applications than the education students. Scenarios that measured brain activity (i.e., EEG or fMRI) to assess or predict intellectual abilities were deemed more acceptable than manipulations of mental activity by drug use or stimulation techniques, which may violate body integrity. Enhancement up to the norm for low-achieving students and especially students with learning disabilities was more favorably viewed than enhancement beyond the norm for high-achieving students. Finally, respondents rated neuroscientific applications to be less acceptable when adopting the perspective of a teacher than that of a student. Future studies should go beyond the acceptability ratings collected here to delineate the role that concepts of access, equity, authenticity, agency and personal choice play in guiding respondents’ reasoning.Item The Role of an Educational Psychology Course in Enhancing Neuroscience Literacy and Reducing Beliefs in Neuromyths in US and Korean Pre-Service Teachers(2015-05) Im, Soo-hyunAlthough educators are increasingly interested in applying neuroscience findings to educational practice, their understanding about 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. With respect to moderating factors, the results showed that the information sources from which participants learned about neuroscience findings had a marginal effect on neuroscience literacy, whereas prior coursework had no effect on neuroscience literacy and belief in neuromyths. With respect to attitudes towards bridging between education and neuroscience, pre-service teachers had positive views about the general use and specific application of neuroscience research to solve educational problems. In sum, the field of educational psychology provides another interdisciplinary ground for bridging education and neuroscience.