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  • Learning styles and teacher training: are we perpetuating neuromyths? /
Tác giả CN Lethaby, Carol.
Nhan đề Learning styles and teacher training: are we perpetuating neuromyths? /Carol Lethaby and Patricia Harries.
Thông tin xuất bản 2016.
Mô tả vật lý p. 16-27.
Tùng thư Oxford University Press.
Tóm tắt Recent research suggests that brain-based teaching, as exhibited in the idea of teaching to address perceptual learning styles, has no basis in what scientists are learning about the brain and how it works. This article questions whether training teachers to assess and accommodate learning styles is harmless or potentially poor educational practice. A study was conducted amongst practising language teachers to uncover the extent to which they believed in so-called ‘neuromyths’ and whether and how these beliefs, particularly the idea that accommodating sensory learning styles improves learning, have influenced their teaching. The article concludes with some recommendations regarding current scientific findings in this area and language teacher education.
Đề mục chủ đề Ngôn ngữ--Giảng dạy--Tiếng Anh--TVĐHHN
Thuật ngữ không kiểm soát Perpetuating neuromyths.
Thuật ngữ không kiểm soát Teacher training.
Thuật ngữ không kiểm soát Learning styles.
Tác giả(bs) CN Harries, Patricia.
Nguồn trích ELT journal.- 2016, Vol. 70, No. 1.
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022|a09510893
039|a20200714150122|bhuongnt|y20160801151804|zsvtt
0410 |aeng
044|aenk
1001 |aLethaby, Carol.
24510|aLearning styles and teacher training: are we perpetuating neuromyths? /|cCarol Lethaby and Patricia Harries.
260|c2016.
300|ap. 16-27.
3620 |aVol. 70, No. 1 (Jan. 2016)
490|aOxford University Press.
520|aRecent research suggests that brain-based teaching, as exhibited in the idea of teaching to address perceptual learning styles, has no basis in what scientists are learning about the brain and how it works. This article questions whether training teachers to assess and accommodate learning styles is harmless or potentially poor educational practice. A study was conducted amongst practising language teachers to uncover the extent to which they believed in so-called ‘neuromyths’ and whether and how these beliefs, particularly the idea that accommodating sensory learning styles improves learning, have influenced their teaching. The article concludes with some recommendations regarding current scientific findings in this area and language teacher education.
65017|aNgôn ngữ|xGiảng dạy|xTiếng Anh|2TVĐHHN
6530 |aPerpetuating neuromyths.
6530 |aTeacher training.
6530 |aLearning styles.
7001 |aHarries, Patricia.
773|tELT journal.|g2016, Vol. 70, No. 1.
890|a0|b0|c0|d0

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