Debunking neuromyth in education: what is the fact and what is fiction for Malaysia teachers?
Research in Neuroscience and Education aims to bridge the gap between education, neuroscience and cognition. However, numerous challenges continue to hinder the integration between education and neuroscience, such as neuromyth in education. The main aim of this study was to verify whether Malaysian...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2024
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| Online Access: | http://journalarticle.ukm.my/24819/ http://journalarticle.ukm.my/24819/1/%5B1-7%5D.pdf |
| _version_ | 1848816196896423936 |
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| author | Muhammad Syawal Amran, Sommer, Werner |
| author_facet | Muhammad Syawal Amran, Sommer, Werner |
| author_sort | Muhammad Syawal Amran, |
| building | UKM Institutional Repository |
| collection | Online Access |
| description | Research in Neuroscience and Education aims to bridge the gap between education, neuroscience and cognition. However, numerous challenges continue to hinder the integration between education and neuroscience, such as neuromyth in education. The main aim of this study was to verify whether Malaysian teacher is susceptible to misconceptions about neuroscientifi c fi ndings that impair their teaching. An online survey was conducted among (n =501) school teachers, covering 14 neuro facts and four neuro fi ction about the brain. Results show 82.2% of participants believe the diff erences between the left brain and right brain can help explain individual diff erences amongst learners, and 89.2% of participants believe that ‘Individuals learn better when they receive Information in their preferred learning style (e.g., auditory, visual, kinesthetics). For the neuro facts, 83.6% of teachers correctly classifi ed ‘There are sensitive periods in childhood when it’s easier to learn things’, and 79.2 % responded correctly to ‘Information is stored in the brain in a network of cells distributed throughout the brain. Our fi ndings show the importance of improved interdisciplinary communication to prevent such misconceptions and foster eff ective collaboration between neuroscience and education in the future. |
| first_indexed | 2025-11-15T01:02:02Z |
| format | Article |
| id | oai:generic.eprints.org:24819 |
| institution | Universiti Kebangasaan Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T01:02:02Z |
| publishDate | 2024 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:generic.eprints.org:248192025-02-07T07:46:58Z http://journalarticle.ukm.my/24819/ Debunking neuromyth in education: what is the fact and what is fiction for Malaysia teachers? Muhammad Syawal Amran, Sommer, Werner Research in Neuroscience and Education aims to bridge the gap between education, neuroscience and cognition. However, numerous challenges continue to hinder the integration between education and neuroscience, such as neuromyth in education. The main aim of this study was to verify whether Malaysian teacher is susceptible to misconceptions about neuroscientifi c fi ndings that impair their teaching. An online survey was conducted among (n =501) school teachers, covering 14 neuro facts and four neuro fi ction about the brain. Results show 82.2% of participants believe the diff erences between the left brain and right brain can help explain individual diff erences amongst learners, and 89.2% of participants believe that ‘Individuals learn better when they receive Information in their preferred learning style (e.g., auditory, visual, kinesthetics). For the neuro facts, 83.6% of teachers correctly classifi ed ‘There are sensitive periods in childhood when it’s easier to learn things’, and 79.2 % responded correctly to ‘Information is stored in the brain in a network of cells distributed throughout the brain. Our fi ndings show the importance of improved interdisciplinary communication to prevent such misconceptions and foster eff ective collaboration between neuroscience and education in the future. Penerbit Universiti Kebangsaan Malaysia 2024-11 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/24819/1/%5B1-7%5D.pdf Muhammad Syawal Amran, and Sommer, Werner (2024) Debunking neuromyth in education: what is the fact and what is fiction for Malaysia teachers? Jurnal Pendidikan Malaysia, 49 (2). pp. 1-7. ISSN 2600-8823 http://ejournal.ukm.my/jpend |
| spellingShingle | Muhammad Syawal Amran, Sommer, Werner Debunking neuromyth in education: what is the fact and what is fiction for Malaysia teachers? |
| title | Debunking neuromyth in education: what is the fact and what is fiction for Malaysia teachers? |
| title_full | Debunking neuromyth in education: what is the fact and what is fiction for Malaysia teachers? |
| title_fullStr | Debunking neuromyth in education: what is the fact and what is fiction for Malaysia teachers? |
| title_full_unstemmed | Debunking neuromyth in education: what is the fact and what is fiction for Malaysia teachers? |
| title_short | Debunking neuromyth in education: what is the fact and what is fiction for Malaysia teachers? |
| title_sort | debunking neuromyth in education: what is the fact and what is fiction for malaysia teachers? |
| url | http://journalarticle.ukm.my/24819/ http://journalarticle.ukm.my/24819/ http://journalarticle.ukm.my/24819/1/%5B1-7%5D.pdf |