How In-Service Teachers Perceive Neuroscience as Connected to Education: An Exploratory Study
APA 7th 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. https://doi.org/10.12973/eu-jer.1.4.301
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, 1(4), pp. 301-319.
Chicago 16th edition
Bartoszeck Amauri Betini, and Bartoszeck Flavio Kulevicz. "How In-Service Teachers Perceive Neuroscience As Connected To Education: An Exploratory Study," European Journal of Educational Research 1, no. 4 (2012): 301-319. https://doi.org/10.12973/eu-jer.1.4.301
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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