Neuromitovi u odgoju i obrazovanju: usporedba procjena učitelja i budućih učitelja primarnog obrazovanja

master's thesis

• Author: Danijela Borović
• Mentor: Tomislav Topolovčan (mentor); MBZ: 319855
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2019-07-02, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy

Abstract

Posljednjih se nekoliko desetljeća tehnologija uvelike razvija i omogućuje nam
nove poglede na ono što već poznajemo kao i otkrivanje mnogočega novog.
Tehnologija mijenja naš način življenja. Iz tog se razloga razvila nova znanost -
neuroznanost. Njezin je zadatak istražiti mozak putem različitih disciplina (Pinel,
2002). Mijenja se pogled na mozak pa tako i na učenje i poučavanje. Različite spoznaje
iz neuroznanosti ukazuju nam na probleme današnjeg obrazovanja te nam nude
prijedloge za njihovo rješavanje. Iz tog se razloga razvila neurodidaktika. Znanstvena
disciplina koja je spoj neuroznanosti i odgoja i obrazovanja. Prema Hermannu (2009)
upravo je neurodidaktika novi put učenja i poučavanja. Međutim, zbog mnogih novih
otkrića i nerazumijevanja neuroznanosti, javljaju se zablude. Tako su se razvili
neuromitovi. U ovom diplomskom radu ukratko su opisane neuroznanost i
neurodidaktika. Opisano je što su neuromitovi, kako oni nastaju i zašto.
Cilj ovog istraživanja bio je ispitati i usporediti stavove učitelja primarnog
obrazovanja i budućih učitelja primarnog obrazovanja o neuromitovima u odgoju i
obrazovanju. Koliko su oni uvjereni da je nešto mit, a ne istina? U istraživanju je
sudjelovalo 112 sudionika, od toga 67 studenata Učiteljskog fakulteta te 45 učitelja
primarnoga obrazovanja.
Rezultati su pokazali da ne postoji značajna razlika u vjerovanju u neuromitove
između učitelja i budućih učitelja primarnog obrazovanja. Statistički značajna razlika
vjerovanja u neuromitove vidljiva je samo u tri neuromita. Također je iz rezultata
vidljivo da među budućim učiteljima primarnog obrazovanja prevladava vjerovanje u
iste neuromitove bez obzira na godinu studiranja.

Abstract (english)

In the last few decades technology is evolving and gives us the opportunity into
a new insights of the things we have not seen so far. Technology changes our way of
life. For that reason a new science called neuroscience has developed. It is her task to
explore brain through various disciplines (Pinel, 2002). As the view of the brain
changes, so does the view of learning and teaching changes. Different insights from
neuroscience point to the problems of today's education and offer us some sort of
solution to solve them. According to Hermann (2009) neurodidactic is a new way of
learning and teaching. However, due to many new discoveries and lack of
understanding of neuroscience, misconceptions occur. So neuromyths developed. In
this graduate thesis neuroscience and neurodidactics are briefly described. It is
described what are the neuromyths, how they are created and why.
The aim of this study was to investigat and compare the attitudes of primary
education teachers and future teachers of primary education about neuromyths in
education. How much are they confident is this a myth, and not the truth? The study
involved 112 participants, of which 67 students of the Faculty of Teacher Education
and 45 primary education teachers.
The results showed that teachers and future teachers od primary education
mostly believe in the same neuromyths. The statistically significant difference in
belief in neuromyths is only visible in 3 neuromyths. Also, the results show that
among future teachers of primary education prevails belief in the same neuromyths
no matter of the year of study.

• Keywords: neuromitovi; neuroznanost; primarno obrazovanje
• Keywords (english): neuromyths; neuroscience; primary education
• Language: croatian
• URN:NBN: urn:nbn:hr:147:889117
• Study programme: Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2019-07-15 07:50:47