A Comparative Study about High School Teachers’ Neuromyths in Turkey and Israel

Yıl 2022, Cilt: 4 Sayı: 2, 98 - 108, 01.12.2022

Gamze Mercan , Moanes Hani tibi , Arif Altun , Pınar Köseoğlu

https://doi.org/10.47157/jietp.1141184

Cited By: 2

Öz

The aim of this study is to determine the neuromyths among Turkish and Israeli high school teachers and compare them across countries. The Educational Neuroscience Data Collection Scale, which was adapted into Turkish by Gülsün and Köseoğlu (2020) from Dekker et al. (2012) with regard to the brain and its functioning, was utilized as the data collection tool. Teachers working in Turkish high schools and teachers working in the Israeli Ministry of Education constituted the study sample. Between June 2019 and December 2020, there were 184 teachers (Turkey:112; Israel: 72) who volunteered to participate in the study. The research model is a relational investigation based on the general screening model. Data analysis included t-test and chi-square tests; when the independent variable was continuous, the t-test was used for independent groups, and when the independent variable was discrete, the chi-square approach was used, in accordance with the assumptions required to make group comparisons. According to the results of the study, there were significant differences between countries about the brain functions and the items related to neuromyths. However, no statistically significant difference was found between the country averages of the items in the data collection tool and the total item. With the intercountry comparison, it is considered that suggestions for eliminating neuromyths of teachers working in countries and suggestions to be made in teacher training programs will be important.

Anahtar Kelimeler

Neuromyh, Neuroeducation, Neuroscience, Teachers, Intercountry Comparison

Türkiye ve İsrail’de Görev Yapan Öğretmenlerin Nöromitlerinin Belirlenmesi

Öz

Bu araştırmanın amacı; Türkiye’de ve İsrail’de görev yapan öğretmenlerin beyin işlevlerini anlamlandırmak amacıyla sahip oldukları doğru bilinen yanlışların (nöromitlerinin) belirlenmesi ve ülkeler arası karşılaştırmalı olarak değerlendirilmesidir. Araştırmanın veri toplama aracı olarak, Dekker Lee, Howard-Jones ve Jolles (2012) tarafından beyin ve işleyişi ile geliştirdikleri 32 maddeden oluşan Gülsün ve Köseoğlu (2020) tarafından Türkçe’ye uyarlaması yapılan Eğitsel Sinirbilime İlişkin Veri Toplama Ölçeği kullanılmıştır. Araştırmanın evrenini, Türkiye’de Milli Eğitim Bakanlığı (MEB)’na bağlı liselerde görev yapan öğretmenler ve İsrail Eğitim Bakanlığı’nda görev yapan öğretmenlerden oluşmaktadır. Araştırmanın örneklemi Haziran 2019- Aralık 2020 arasında araştırmaya gönüllü olarak katılmayı kabul eden 184 öğretmenden oluşmaktadır. Araştırmanın modeli, genel tarama modelinde ilişkisel bir çalışmadır. Araştırmada elde edilen verilerin analizinde; bağımsız gruplar için t-testi, bağımsız değişkenin kesikli olduğu durumlarda ki-kare yöntemi kullanılmıştır. Araştırmanın sonuçlarına göre; veri toplama aracındaki beyin işlevlerini anlamlandırmalarına ilişkin doğru bilgilere maddeler ile nöromitlere ilişkin maddeler ülkeler arası karşılaştırmada anlamlı farklılıklar saptanmıştır. Ancak veri toplama aracındaki maddelerin ülkelere göre ortalamaları ile toplam madde arasında istatiksel olarak anlamlı fark saptanmamıştır. Yapılan ülkelerarası karşılaştırma ile ülkelerde görev yapan öğretmenlerin sahip oldukları nöromitlerin giderilmesine yönelik öneriler ve öğretmen yetiştirme eğitim programlarında yapılacak önerilerde önemli olacağı düşünülmektedir.
Anahtar sözcükler:

Anahtar Kelimeler

Nöromit, Nöroeğitim, Nörobilim, Öğretmenler, Ülkeler arası

Kaynakça

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