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Educational Neuroscience and EFL Instruction in Higher Education in Israel: English Teachers' Beliefs in Neuromyths and Their Reported Impact on Teaching Practices
Educational Neuroscience and EFL Instruction in Higher Education in Israel: English Teachers' Beliefs in Neuromyths and Their Reported Impact on Teaching Practices
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105701
- ISBN
- 9798263307899
- DDC
- 616
- 서명/저자
- Educational Neuroscience and EFL Instruction in Higher Education in Israel: English Teachers Beliefs in Neuromyths and Their Reported Impact on Teaching Practices
- 발행사항
- [Sl] : University of Illinois at Urbana-Champaign, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 223 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-05, Section: A.
- 주기사항
- Advisor: Cope, William.
- 학위논문주기
- Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2024.
- 초록/해제
- 요약The growing interest in educational neuroscience gave rise to the so-called neuromyths or false beliefs about the brain (Dekker et al., 2012; Pasquinelli, 2012). While the prevalence of neuromyths among teachers has been established around the world, the research on the proliferation of neuromyths among English teachers specifically is limited, and non-existent in Israel. This study used a mixed methods design to explore the beliefs in the most popular neuromyths and their impact on English language instruction in higher education in Israel. The data were collected via an online survey (n=37) and in-depth interviews (n=16) using voluntary response sampling. The results revealed that despite the high rate of belief in neuromyths, they had little impact on teaching practices. Knowledge about the brain was used to enhance memory, metacognition, provide different input modes, attend to emotions, and help students with learning disabilities. This study concluded that the introduction of educational neuroscience into the English classroom depends on teacher training that imparts practical, observable practices and the efforts to investigate the link between beliefs about the brain and teaching practices.
- 일반주제명
- Neurosciences
- 일반주제명
- Language arts
- 일반주제명
- Higher education
- 일반주제명
- Education policy
- 키워드
- Teacher beliefs
- 키워드
- Israel
- 기타저자
- University of Illinois at Urbana-Champaign Educ Policy Orgzn & Leadrshp
- 기본자료저록
- Dissertations Abstracts International. 87-05A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■0820 ▼a616
■1001 ▼aGoldberg, Algina Leah.
■24510▼aEducational Neuroscience and EFL Instruction in Higher Education in Israel: English Teachers' Beliefs in Neuromyths and Their Reported Impact on Teaching Practices
■260 ▼a[Sl]▼bUniversity of Illinois at Urbana-Champaign▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a223 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-05, Section: A.
■500 ▼aAdvisor: Cope, William.
■5021 ▼aThesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2024.
■520 ▼aThe growing interest in educational neuroscience gave rise to the so-called neuromyths or false beliefs about the brain (Dekker et al., 2012; Pasquinelli, 2012). While the prevalence of neuromyths among teachers has been established around the world, the research on the proliferation of neuromyths among English teachers specifically is limited, and non-existent in Israel. This study used a mixed methods design to explore the beliefs in the most popular neuromyths and their impact on English language instruction in higher education in Israel. The data were collected via an online survey (n=37) and in-depth interviews (n=16) using voluntary response sampling. The results revealed that despite the high rate of belief in neuromyths, they had little impact on teaching practices. Knowledge about the brain was used to enhance memory, metacognition, provide different input modes, attend to emotions, and help students with learning disabilities. This study concluded that the introduction of educational neuroscience into the English classroom depends on teacher training that imparts practical, observable practices and the efforts to investigate the link between beliefs about the brain and teaching practices.
■590 ▼aSchool code: 0090.
■650 4▼aNeurosciences
■650 4▼aLanguage arts
■650 4▼aHigher education
■650 4▼aEducation policy
■653 ▼aEducational neuroscience
■653 ▼aTeacher beliefs
■653 ▼aTeaching practices
■653 ▼aIsrael
■653 ▼aEnglish language instruction
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■690 ▼a0317
■690 ▼a0745
■690 ▼a0458
■71020▼aUniversity of Illinois at Urbana-Champaign▼bEduc Policy, Orgzn & Leadrshp.
■7730 ▼tDissertations Abstracts International▼g87-05A.
■790 ▼a0090
■791 ▼aEd.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17361070▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
