The Role of an Educational Psychology Course in Enhancing Neuroscience Literacy and Reducing Beliefs in Neuromyths in US and Korean Pre-Service Teachers

Abstract

Although 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.