![]() Hyatt (2007) a "Brain Gym" kritikai elemzésekor rámutatott az annak alapját képező, ma már megdőltnek tekintett elméletek problémáira (ideértve a Doman-Delacato (Doman, 1968) féle fejlődéselméletet meghatározó teóriát a neurológiai újramintázás szerepéről, valamint az Orton (1937) által feltételezett elképzelést a keresztezett dominancia és a tanulási zavarok összefüggéséről 4 ), s összegezte az elérhető elméleteket, azok megalapozatlanságát, a megvalósult intervenciókkal kapcsolatos tudományos aggályokat. ![]() ![]() A program központi eleme egy 26 mozgásgyakorlatból álló gyakorlatsor, amelyek az elmélet szerint aktiválják az agyat, és az úgynevezett neurológiai újramintázás (repatterning) segítségével megteremtik az agy különböző területei közötti koordinációt (Dennison és Dennison, 1994). Were linked to motor functions, which might be related to the widespread use and promotion of motor therapies in Hungary. In comparison with other studies, the Hungarian pre-service teachers had the second highest endorsement of NM. Male gender and frequency of using Facebook as the primary information source about neuroscience were the only predictors of NM acceptance. Rate of incorrect answers to NM was 56.9%, whereas the average rate of correct answers to GKAB was 70.9%. We developed a survey including 10 NM and 13 GKAB statements, adapted from a widely used questionnaire. Our sample included 822 pre-service teachers from 12 Hungarian universities. The aims of this study were to (1) assess the neuroliteracy of pre-service teachers, (2) compare the results with those of previous studies and (3) analyze the factors influencing neuroliteracy. The prevalence of NM and general knowledge about the brain (GKAB) among in-service and pre-service teachers has been assessed in multiple countries, but no such study has been performed in Hungary. Teachers with poor neuroliteracy fail to distinguish scientific evidence from neuromyths (NM), which might lead to the implementation of pseudoscientific educational methods. 78) concluded that "given the limited time children are able to spend in the classroom environment, educators need to implement practices that have been validated by empirical research and not waste valuable time participating in the nuisance of Brain Gym or other pseudoscientific interventions that claim to provide a magical cure for all that ails humanity.". In a recent position statement article, Kroeze et al. A well-known example is Brain Gym, also known as educational kinesiology (Dennison and Dennison 1994), which is a widely used program in many countries all around the globe-including Hungary-despite the lack of any sound theoretical or empirical evidence (Hyatt 2007) for its validity. These approaches are usually based on outdated theories, such as Orton's mixed cerebral dominance theory (Orton 1937), Delacato's neurological repatterning theory (Delacato 1959), that have been widely criticized (AAP 2010 Committee on Children with Disabilities 1999 Kroeze et al.
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