Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers
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A Bridge Too Far - Revisited: Reframing Bruer's Neuroeducation Argument for Modern Science of Learning PractitionersThe Learning Styles Myth is Thriving in Higher Education.Teaching About "Brain and Learning" in High School Biology Classes: Effects on Teachers' Knowledge and Students' Theory of IntelligenceNeuromyths in Music Education: Prevalence and Predictors of Misconceptions among Teachers and Students.Brain Knowledge and the Prevalence of Neuromyths among Prospective Teachers in Greece.Media reporting of neuroscience depends on timing, topic and newspaper typeTeachers' Understanding of the Role of Executive Functions in Mathematics Learning.Neuroscientists' classroom visits positively impact student attitudes.Neuromyths in Education: Prevalence among Spanish Teachers and an Exploration of Cross-Cultural Variation.The learning style preferences of chiropractic students: A cross-sectional study.Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in NeuromythsEvidence-Based Higher Education - Is the Learning Styles 'Myth' Important?Educating the brain. The growing knowledge about how our brain works can inform educational programmes and approaches, in particular, for children with learning problems."It's a Battle… You Want to Do It, but How Will You Get It Done?": Teachers' and Principals' Perceptions of Implementing Additional Physical activity in School for Academic Performance.Taking an educational psychology course improves neuroscience literacy but does not reduce belief in neuromyths.Learning style, judgements of learning, and learning of verbal and visual information.The Prevalence of Pseudoscientific Ideas and Neuromyths Among Sports Coaches.On the Irrelevance of Neuromyths to Teacher Effectiveness: Comparing Neuro-Literacy Levels Amongst Award-Winning and Non-award Winning TeachersStimulating the Self: The Influence of Conceptual Frameworks on Reactions to Deep Brain StimulationStudents' persistent preconceptions and learning economic principlesThe Modality-Specific Learning Style Hypothesis: A Mini-ReviewEvidence-based approaches to learning
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P2860
Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers
description
2012 nî lūn-bûn
@nan
2012 թուականի Հոկտեմբերին հրատարակուած գիտական յօդուած
@hyw
2012 թվականի հոտեմբերին հրատարակված գիտական հոդված
@hy
2012年の論文
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2012年論文
@yue
2012年論文
@zh-hant
2012年論文
@zh-hk
2012年論文
@zh-mo
2012年論文
@zh-tw
2012年论文
@wuu
name
Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers
@ast
Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers
@en
Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers
@nl
type
label
Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers
@ast
Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers
@en
Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers
@nl
prefLabel
Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers
@ast
Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers
@en
Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers
@nl
P2093
P2860
P356
P1476
Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers
@en
P2093
Jelle Jolles
Nikki C Lee
Paul Howard-Jones
Sanne Dekker
P2860
P356
10.3389/FPSYG.2012.00429
P407
P50
P577
2012-10-18T00:00:00Z