Kajian Pengetahuan dan Kepercayaan Mitos Otak serta Aplikasinya dalam Konteks Pendidikan
Abstract
Neurosains dalam pendidikan, telah digabungkan menjadi "Neuroeducation". Minat yang semakin meningkat dalam pendidikan-otak di kalangan orang awam terutama pendidik telah menyebabkan peningkatan dalam mitos otak kerana mereka tidak mempunyai pengetahuan yang kukuh dalam neurosains dan susah bagi mereka untuk membezakan mitos dari fakta. Pada tahun 2002, Organization for Economic Cooperation and Development (OECD) memberi amaran tentang salah faham tentang otak di kalangan guru, melabelkan mereka sebagai mitos otak. Objektif utama di sini adalah untuk memerhatikan kelaziman mitos otak dalam pendidikan dan hubungan antara literasi neurosains dan amalan pengajaran guru. Sebanyak 501 responden dipilih dalam guru di Malaysia. Hasil analisis menunjukkan tiga mitos yang paling lazim di antara guru adalah persekitaran yang kaya dengan rangsangan meningkatkan otak murid prasekolah, individu belajar lebih baik apabila mereka menerima maklumat dalam gaya pembelajaran pilihan mereka (contohnya, auditori, visual, kinestetik) dan perbezaan dalam dominasi hemisfera (otak kiri, otak kanan) boleh membantu menjelaskan perbezaan individu dalam kalangan pelajar. Keputusan analisis mencerminkan kelaziman mitos otak dalam guru yang mempunyai minat terhadap neurosains dalam pendidikan. Sukar bagi guru untuk membezakan antara maklumat yang betul dan maklumat yang salah. Apabila guru tidak sabar untuk melaksanakan penemuan neurosainstifik, kekurangan kepakaran dalam neurosains dan mencari penyelesaian yang cepat dan mudah, mereka mungkin gagal membezakan fakta dan mitos dan menyebabkan salah faham.
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