27 Jun 2024
Bzdury o uczeniu, które wciskają w szkołach
Lepiej nauczysz się pisząc, czy słuchając? Czy Mozart wpłynie na Twoje IQ? Jak radzisz sobie z naukami ścisłymi i humanistycznymi? A może boisz się, że Twój mózg jest za mały więc wyślesz go na specjalnie przygotowany trening umysłu? W dzisiejszym (obszernym) odcinku omawiam najpopularniejsze w Polsce mity na temat uczenia się – są tak rozpowszechnione, że niektóre z nich wciąż są uważane przez nauczycieli (!) za fakty i powtarza się je na lekcjach, na stronach internetowych szkół, czy na szkoleniach dla pedagogów.
Moje linki: https://linktr.ee/agatabijak
Źródła:
Ferrero, M., Garaizar, P., & Vadillo, M. A. (2016). Neuromyths in education: Prevalence among Spanish teachers and an exploration of cross-cultural variation. Frontiers in human neuroscience, 10, 195467. (https://www.frontiersin.org/articles/10.3389/fnhum.2016.00496/full)
Macdonald, K., Germine, L., Anderson, A., Christodoulou, J., & McGrath, L. M. (2017). Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths. Frontiers in psychology, 8, 1314. (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5554523/)
Torrijos-Muelas, M., González-Víllora, S., & Bodoque-Osma, A. R. (2021). The persistence of neuromyths in the educational settings: A systematic review. Frontiers in Psychology, 11, 591923. (https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2020.591923/full#B21)
“Neuromity w wersji Polskiej” – artykuł z wielkiepytania.pl (https://www.wielkiepytania.pl/article/neuromity-w-wersji-polskiej/)
Starved, tortured, forgotten: Genie, the feral child who left a mark on researchers | Children | The Guardian (https://www.theguardian.com/society/2016/jul/14/genie-feral-child-los-angeles-researchers)
Harley, B., & Wang, W. (2014). The critical period hypothesis: Where are we now?. In Tutorials in bilingualism (pp. 19-51). Psychology Press. (https://www.taylorfrancis.com/chapters/edit/10.4324/9781315806051-3/critical-period-hypothesis-birgit-harley-wenxia-wang)
Donoghue, G. M., & Hattie, J. A. (2021, March). A meta-analysis of ten learning techniques. In Frontiers in Education (Vol. 6, p. 581216). Frontiers. (https://www.frontiersin.org/articles/10.3389/feduc.2021.581216/full)
https://zpe.gov.pl/a/style-uczenia-sie/Dbfo1BTti (https://zpe.gov.pl/a/style-uczenia-sie/Dbfo1BTti)
wskazania kuratora oświaty: https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://bip.kuratorium.szczecin.pl/attachments/download/4545&ved=2ahUKEwiV7Z_isNOGAxXmHBAIHQKoBFcQFnoECBMQAQ&usg=AOvVaw02Ist-7y-x2f_ez1fOvJz5 (https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://bip.kuratorium.szczecin.pl/attachments/download/4545&ved=2ahUKEwiV7Z_isNOGAxXmHBAIHQKoBFcQFnoECBMQAQ&usg=AOvVaw02Ist-7y-x2f_ez1fOvJz5)
https://przegladpedagogiczny.ukw.edu.pl/archive/article/165/style-uczenia-sie-uczniow-w-klasach-i-iii/article.pdf (https://przegladpedagogiczny.ukw.edu.pl/archive/article/165/style-uczenia-sie-uczniow-w-klasach-i-iii/article.pdf)
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological science in the public interest, 9(3), 105-119. (https://journals.sagepub.com/doi/full/10.1111/j.1539-6053.2009.01038.x#bibr46-j-1539-6053-2009-01038-x)
Sun, X., Norton, O., & Nancekivell, S. E. (2023). Beware the myth: learning styles affect parents’, children’s, and teachers’ thinking about children’s academic potential. npj Science of Learning, 8(1), 46. (https://www.nature.com/articles/s41539-023-00190-x)
Starved, tortured, forgotten: Genie, the feral child who left a mark on researchers | Children | The Guardian (https://www.theguardian.com/society/2016/jul/14/genie-feral-child-los-angeles-researchers)
Harley, B., & Wang, W. (2014). The critical period hypothesis: Where are we now?. In Tutorials in bilingualism (pp. 19-51). Psychology Press. (https://www.taylorfrancis.com/chapters/edit/10.4324/9781315806051-3/critical-period-hypothesis-birgit-harley-wenxia-wang)
van Eijk, L., Zhu, D., Couvy-Duchesne, B., Strike, L. T., Lee, A. J., Hansell, N. K., ... & Zietsch, B. P. (2021). Are sex differences in human brain structure associated with sex differences in behavior?. Psychological science, 32(8), 1183-1197. (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8726594/pdf/10.1177_0956797621996664.pdf)
Morrison, J. H., & Hof, P. R. (1997). Life and death of neurons in the aging brain. Science, 278(5337), 412-419. (https://www.science.org/doi/abs/10.1126/science.278.5337.412)
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Kroliczak, G., Piper, B.J., Potok, W., Buchwald, M., Kleka, P., Przybylski, Ł., Styrkowiec, P.P. (2020). Praxis and language organization in left-handers. Acta Neuropsychologica, 18(1), 15-28. (https://actaneuropsychologica.com/resources/html/article/details?id=201288)
Corballis, M. C. (2007). The dual-brain myth. Tall tales on the brain, 291-313. (https://books.google.pl/books?hl=pl&lr=&id=x_VQEAAAQBAJ&oi=fnd&pg=PA291&dq=left+brain+myth&ots=gi2Cq7mAgT&sig=ywW-GL1ua_5pIW2GbPO8P0jl0DI&redir_esc=y#v=onepage&q=left%20brain%20myth&f=false)
Foroughi, C. K., Monfort, S. S., Paczynski, M., McKnight, P. E., & Greenwood, P. M. (2016). Placebo effects in cognitive training. Proceedings of the National Academy of Sciences of the United States of America, 113(27), 7470–7474. (https://pubmed.ncbi.nlm.nih.gov/27325761/)
Massa, L. J., & Mayer, R. E. (2006). Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style?. Learning and Individual Differences, 16(4), 321-335. (https://www.researchgate.net/publication/247087653_Testing_the_ATI_hypothesis_Should_multimedia_instruction_accommodate_verbalizer-visualizer_cognitive_style)
