Biyoloji Öğretmenlerinin Beyin İşlevlerine İlişkin Doğru Bilinen Yanlışlarının (Nöromitlerinin) Belirlenmesi

Abstract

As a result of advances in medicine and neurology, neuroscience is an important research area in the literature. In the area of neuroscience education, which is a disciplinary science branch, it has attracted the attention of researchers with educational neuroscience studies. Neuromyths, which are nowadays called misunderstandings about brain mechanisms widely accepted by the society, are in this studies context. The aim of this research is to determine what biologic teachers' right information and correctly known mistakes (neuromyths) of brain functions. This study, carried out with Biology teachers, is important in terms of being a study in the field of biology education in order to contribute to the studies between neuroscience and education. The sample of the study constitutes 100 Biology teachers. As data collection tool was applied a ‘Data Collection for Educational Neuroscience’. This meta-analysis investigated the relationship between some demographic data of biology teachers and the neuromites they possess. Data were analyzed as frequency, percentage, cross table and chi-square test. According to the results of the study; it is seen that most of the biology teachers know 6 wrong of the 19 correct items in the measurement tool and have 9 neuromyths of the 22 neuromyths. It was revealed that those who do not read any scientific journals have more neuromyths, who have a course on educational neuroscience or who have participated in the workshop all have these neuromyths. There was no significant difference between the 9 neuromyths in the study and gender, occupational experience, graduation status.