Year 2018, Volume 7, Issue 4, Pages 483 - 494 2018-12-31

Nörobilimin Öğrenimi ve Öğretimi İçin Bir Zorluk ve Fırsat Olarak Nöromitler
Neuromyths as a Challenge and Opportunity for the Learning and Teaching of Neuroscience

Asil Ali Özdoğru [1] , Nursena Balatekin [2]

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Nöromitler; kritik dönemler, çift dillilik ve yanallaşma gibi çeşitli konularda nörobilim tarafından ortaya konan olguların yanlış anlaşılması veya yanlış yorumlanmasıyla ortaya çıkan kavram yanılgılarıdır. Çeşitli geleneksel ve yeni medya organları aracılığıyla şaibeli içeriğin erişilebilirliği ve yayılması, nöromit içeren fikirlerin çoğalmasını körüklemektedir. Dünyanın farklı bölgelerinden pek çok öğretmen ve öğrencinin bu nöromitlere inanması nörobilimsel bilginin anlamlı bir şekilde öğrenilmesi ve kullanımı açısından büyük bir tehdit ve aynı zamanda bir fırsat sunmaktadır. Bu çalışmada nöromitler hakkında son 15 yılda yayınlanan araştırmalar üzerinden yaygın nöromitler, bunların yordayıcıları ve sonuçları özetlenmekte araştırma ve eğitim camiası için nöromitlerle başa çıkmanın yolları sunulmaktadır. Yaygın nöromitler, beynin %10'unun kullanımı, sağ ve sol beyinle öğrenme, öğrenme stilleri, disleksi, klasik müzik ve dikkat gibi konuları içermektedir. Bilgi eksikliği, yüksek düzeyde ilgi ile etkisiz öğrenme ve öğretme stratejileri nöromitlerin çoğalmasına neden olmaktadır. Temel bilimler ile ilgili esaslı bilgi birikimi olan, bilgi okuryazarlığı becerisi ve etkili öğretim tekniklerine sahip öğrenci ve öğretmenler nöromitlerin saptanması ve ortadan kaldırılmasında daha yeterli olabilirler. Nöromitlerle savaşmak ve onları bastırmak için nörobilimciler ve eğitimciler işbirliklerini geliştirmeli ve öğrenciler ile öğretmenler daha etkili öğrenme ve öğretme stratejileri benimsemelidir. 

Neuromyths are misconceptions generated by misunderstanding or misquoting of facts established by neuroscience about various topics such as critical periods, bilingualism, and hemispherization. The availability and dissemination of questionable content through various traditional and new media outlets fuel the spread of neuromythical ideas. Many teachers and students around the world believe in these neuromyths, which present a great challenge and at the same time an opportunity for the meaningful learning and use of neuroscientific knowledge. Based on the research published in the last 15 years, this study provides a review of the common neuromyths, their predictors and consequences, and proposes ways to deal with them for research and education communities. Common neuromyths include the use of 10% of the brain, right- and left-brain learners, learning styles, dyslexia, classical music, and attention. Lack of knowledge, high level of interest, and ineffective learning and teaching strategies were found to contribute to the proliferation of neuromyths. Learners and teachers who are well equipped with foundational knowledge in basic sciences, information literacy skills, and effective teaching techniques can be better in identifying and eliminating neuromyths. In order to battle and suppress neuromyths, neuroscientists and educators should improve their collaboration, and learners and teachers should adopt more effective learning and teaching strategies.
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Primary Language en
Subjects Social
Journal Section Theoretical Paper
Authors

Orcid: 0000-0002-4273-9394
Author: Asil Ali Özdoğru (Primary Author)
Institution: ÜSKÜDAR ÜNİVERSİTESİ
Country: Turkey


Author: Nursena Balatekin
Country: Turkey


Bibtex @review { cije457302, journal = {Cumhuriyet International Journal of Education}, issn = {}, eissn = {2147-1606}, address = {Cumhuriyet University}, year = {2018}, volume = {7}, pages = {483 - 494}, doi = {10.30703/cije.457302}, title = {Neuromyths as a Challenge and Opportunity for the Learning and Teaching of Neuroscience}, key = {cite}, author = {Özdoğru, Asil and Balatekin, Nursena} }
APA Özdoğru, A , Balatekin, N . (2018). Neuromyths as a Challenge and Opportunity for the Learning and Teaching of Neuroscience. Cumhuriyet International Journal of Education, 7 (4), 483-494. DOI: 10.30703/cije.457302
MLA Özdoğru, A , Balatekin, N . "Neuromyths as a Challenge and Opportunity for the Learning and Teaching of Neuroscience". Cumhuriyet International Journal of Education 7 (2018): 483-494 <http://dergipark.gov.tr/cije/issue/41982/457302>
Chicago Özdoğru, A , Balatekin, N . "Neuromyths as a Challenge and Opportunity for the Learning and Teaching of Neuroscience". Cumhuriyet International Journal of Education 7 (2018): 483-494
RIS TY - JOUR T1 - Neuromyths as a Challenge and Opportunity for the Learning and Teaching of Neuroscience AU - Asil Ali Özdoğru , Nursena Balatekin Y1 - 2018 PY - 2018 N1 - doi: 10.30703/cije.457302 DO - 10.30703/cije.457302 T2 - Cumhuriyet International Journal of Education JF - Journal JO - JOR SP - 483 EP - 494 VL - 7 IS - 4 SN - -2147-1606 M3 - doi: 10.30703/cije.457302 UR - https://doi.org/10.30703/cije.457302 Y2 - 2018 ER -
EndNote %0 Cumhuriyet International Journal of Education Neuromyths as a Challenge and Opportunity for the Learning and Teaching of Neuroscience %A Asil Ali Özdoğru , Nursena Balatekin %T Neuromyths as a Challenge and Opportunity for the Learning and Teaching of Neuroscience %D 2018 %J Cumhuriyet International Journal of Education %P -2147-1606 %V 7 %N 4 %R doi: 10.30703/cije.457302 %U 10.30703/cije.457302
ISNAD Özdoğru, Asil , Balatekin, Nursena . "Neuromyths as a Challenge and Opportunity for the Learning and Teaching of Neuroscience". Cumhuriyet International Journal of Education 7 / 4 (December 2019): 483-494. https://doi.org/10.30703/cije.457302