How in-service teachers perceive neuroscience as connected to education: An exploratory study

Amauri Betini Bartoszeck , Flavio Kulevicz Bartoszeck


APA 6th edition
Bartoszeck, A.B., & Bartoszeck, F.K. (2012). How in-service teachers perceive neuroscience as connected to education: An exploratory study. European Journal of Educational Research, 1(4), 301-319. doi:10.12973/eu-jer.1.4.301

Harvard
Bartoszeck A.B., and Bartoszeck F.K. 2012 'How in-service teachers perceive neuroscience as connected to education: An exploratory study', European Journal of Educational Research , vol. 1, no. 4, pp. 301-319. Available from: https://dx.doi.org/10.12973/eu-jer.1.4.301

Chicago 16th edition
Bartoszeck, Amauri Betini and Bartoszeck, Flavio Kulevicz . "How in-service teachers perceive neuroscience as connected to education: An exploratory study". (2012)European Journal of Educational Research 1, no. 4(2012): 301-319. doi:10.12973/eu-jer.1.4.301

Abstract

This exploratory study is concerned about the extent to which a sample of 163 pre-school, primary and secondary Brazilian school teachers, expressed their opinion on how neuroscience might help their teaching and pupils´ learning. Evaluation instruments for Brazilian pupils were analysed. Two questionnaires were completed by the teachers. Results of a quantitative analysis indicated that in general teachers believe that neuroscience may contribute to the teaching and learning of their subject matter. An outline for an elective neuroscience and education course is presented. Educational implications are discussed.

Keywords: Teaching, learning, educational neuroscience, teachers


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