A team of researchers from the Baltic Centre for Neurotechnology and AI, comprising Semyon Kurkin, Alexander Khramov, and Marina Khramova, along with Tatiana Bukina, a PhD student, and Nikita Smirnov, a master's student from the Higher School of Education and Psychology, conducted a study that involved over a thousand student volunteers from six Russian universities. The IKBFU researchers explored neuromyths — misconceptions caused by misunderstanding, misquoting or misreading facts — and examined the relationship between higher education major and belief in neuromyths. The study was published in the influential journal Humanities and Social Sciences Communications.
Similar research has been done in other countries, but the Baltic Federal University researchers decided to approach the problem from a different angle and compare the neuroscientific literacy of aspiring teachers with those studying physics, chemistry, biology, mathematics, psychology and IT.
Marina Khramova, Director of the Higher School of Education and Psychology, Senior Researcher at the Baltic Neurotechnology and Artificial Intelligence Research Centre: |
Neuromyths are a constant presence in our lives. One example is the statement: “People learn better when they receive information in their preferred learning style (e.g., auditory, visual, kinesthetic)”. However, a more accurate statement would be “Some learners show a preference for the way they receive information (e.g., visual, auditory, kinesthetic).” The original phrasing lacks scientific evidence and should be viewed as a suggestion rather than a fact. These myths can accumulate in a teacher’s practice and affect the learning process, albeit not significantly. They can distract both teachers and students from the fundamental aspects of learning. |
The findings of the study will provide a better understanding of the reasons for the belief in neuromyths, helping to devise future efforts to eliminate or reduce its prevalence among students. The researchers plan to incorporate the results of the study into teacher training programmes.
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