Imagen de Portada

The Prevalence and Usage of “Neuromyths” Among German in‐Service‐ and Pre‐Service Teachers – Compared to Neuroscience Specialists and the General Public

Fuente: Wiley Open Access

Guardado en:

Detalles Bibliográficos
Autores principales:	Ann‐Kathrin Hennes, Alfred Schabmann, Barbara Maria Schmidt
Formato:	Artículo Open Access
Publicado:	Wiley 2024
Materias:	Mind, Brain, and Education
Acceso en línea:	Acceder al recurso
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

Ejemplares similares

Dispelling Educational Neuromyths: A Review of In‐Service Teacher Professional Development Interventions
por: Luc Rousseau
Publicado: (2024)

Need for Cognition, Neuromyths, and Knowledge about the Brain in Aspiring Teachers
por: Eimear Boyle, et al.
Publicado: (2024)

Pre‐Service Teachers' Views about Spatial Skills and Associations with their Own Spatial Skills, Emotions, and Confidence
por: Wenke Möhring, et al.
Publicado: (2025)

Predictors of Teachers' Knowledge of Educational Neuroscience: A Role for Formal Training
por: Yasin Arslan, et al.
Publicado: (2025)

Training Teachers in Neuroscience for Adolescent Education: Outcomes of a Continuing Education Program
por: Ana Luiza Trombini Tadielo, et al.
Publicado: (2025)

The Virtuous Cycle between Education and Neuroscience
por: Jason D. Yeatman, et al.
Publicado: (2025)

Evidence, Policy, Education, and Neuroscience—The State of Play in the UK
por: Michael S. C. Thomas, et al.
Publicado: (2024)

Underutilized Techniques and Underrepresented Samples in Educational Neuroscience Research: An Introduction to the Special Issue
por: Amanda Martinez‐Lincoln, et al.
Publicado: (2024)

How Treatments for Students with Dyslexia Might Reflect our Knowledge of Theory, Neuroscience, and Learning Science
por: Donald L. Compton, et al.
Publicado: (2025)

Me, My Brain, and I: A Framework for Neuroscience Curriculum Fostering Research‐Practice Partnership Between Scientists and Educators
por: Adi Korisky, et al.
Publicado: (2024)

An Inquiry‐based Approach to Understanding Well‐being and Smartphone Usage: Constructing Research with Adolescent Students
por: Deborah Cockerham, et al.
Publicado: (2024)

The Effect of Book Genre in Eliciting Teacher Math Talk
por: Daphne Ang, et al.
Publicado: (2024)

Exploring How Teachers' Scientific Questions Differ by Child Gender in a Preschool Classroom
por: Sona C. Kumar, et al.
Publicado: (2024)

Factors that Facilitate or Impede the Implementation of Neuroeducational Principles: Perspectives from Preschool and Primary School Teachers
por: Élisabeth Bélanger, et al.
Publicado: (2025)

General Anxiety and Reading Achievement as Genetic Sources of Variance in Reading Anxiety
por: Rachelle M. Johnson, et al.
Publicado: (2026)

What's in the Sound? Common and Language‐Specific Patterns in Brain Activation and Functional Connectivity for Phonological Awareness in Spanish–English Bilinguals
por: Nia Nickerson, et al.
Publicado: (2024)

Issue Information
Publicado: (2024)

Effects of Playing an Interactive Educational App on Children's Learning and Executive Function
por: Chunying Gao, et al.
Publicado: (2024)

Issue Information
Publicado: (2024)

Involving Young Learners in Mind, Brain and Education Research
por: Jessica Massonnié, et al.
Publicado: (2024)

Fixation Disparity: A Possible Index of Visuospatial Cognition during Authentic Learning Tasks
por: Do Hyong Koh, et al.
Publicado: (2024)

Impact of the Metacognitive Educational Program Cogni'Scol on the Academic Success of Middle School Students
por: Pauline Allix, et al.
Publicado: (2024)

Correlation of Reaction Time Differences in Naïve vs. Scientific Concept Conflict Task with the Stroop Interference Effect: Exploring the Concepts that “Moving Things are Alive” or “Stationary Things are Not”
por: Yuki Harada, et al.
Publicado: (2024)

An 8‐week secular mindfulness‐based training program for schoolteachers increases dispositional mindfulness, self‐reported workplace well‐being, visuoconstructive abilities, and processing speed
por: Luis Heredia, et al.
Publicado: (2024)

Sibling Effects on School Achievement: Evidence From Two Large French Cohorts
por: Lilas Gurgand, et al.
Publicado: (2024)

The Implementation of Mindfulness in Early Childhood: Diversity in the Uses and Functions of Mindfulness and What This may Mean for Children's Well‐being
por: Celeste Duff
Publicado: (2024)

Impact of Problem‐Based Learning Coaching and Neuroeducation in the Development of 21st Century Lifelong Learners
por: Joëlle V. F. Coumans, et al.
Publicado: (2024)

Impacts of Involving Young Learners in Mind, Brain, and Education Research
por: Radhika S. Gosavi, et al.
Publicado: (2024)

Reflections on the past two decades of Mind, Brain, and Education
por: Ola Ozernov‐Palchik, et al.
Publicado: (2024)

Neural Activation during Phonological Processing in Primary‐School Children with Limited Reading Experience: Insights from Rural Côte d'Ivoire
por: Kaja K. Jasińska, et al.
Publicado: (2024)

The Threat of Paper Mills to Biomedical and Social Science Journals: The Case of the Tanu.pro Paper Mill in Mind, Brain, and Education
por: Pawel J. Matusz, et al.
Publicado: (2025)

Assessment of Intervention Outcomes of Minimally Verbal Autistic Children: Challenges and Opportunities
por: Rachel Yosick, et al.
Publicado: (2025)

Risk Factors for Dyslexia: Addressing Oral Language Deficits
por: Margaret J. Snowling, et al.
Publicado: (2025)

Enhancing Situational Mastery Experience and Willingness to Learn with Game Elements in Children with Specific Learning Disorders
por: Manuel Ninaus, et al.
Publicado: (2025)

Going Beyond Correlations: Experimental Methods for Investigating the Role of Executive Functions in the Development of Academic Skills
por: Joanne Eaves
Publicado: (2026)

The Early Years Sign Survey: The Use of Sign by Early Years Practitioners in the UK
por: Victoria C. P. Knowland, et al.
Publicado: (2026)

Exploring Intensity in Reading Interventions for Upper Elementary Students
por: Jeanne Wanzek, et al.
Publicado: (2025)

Visuospatially Rich Math Games Increase Anxiety in Children With Lower Visuospatial Working Memory Capacity
por: Jingwei Li, et al.
Publicado: (2025)

Timing Matters: Leveraging Temporal Contexts for Interpreting Reading Progress
por: Joanna A. Christodoulou, et al.
Publicado: (2025)

Policies to Put Smartphones Away May Have Limited Impact on College Students' Classroom Experience
por: Paula K. S. Yust, et al.
Publicado: (2026)