اثربخشی آموزش مفاهیم علوم اعصاب تربیتی بر نظریه ضمنی هوش دانشجو معلمان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان‌شناسی تربیتی، گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.

2 استاد، گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.

3 دانشیار، گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.

10.22034/jmpr.2024.62164.6263

چکیده

هدف پژوهش حاضر تعیین اثربخشی آموزش مفاهیم علوم اعصاب تربیتی بر نظریه ضمنی هوش دانشجو معلمان بود که به روش نیمه‌آزمایشی در قالب یک طرح پیش‌آزمون - پس‌آزمون با گروه کنترل اجرا شد. جامعه آماری پژوهش، کلیه دانشجویان دانشگاه فرهنگیان پردیس شهید مدرس سنندج در سال تحصیلی 1403-1402 بود که با روش نمونه‌گیری هدفمند دو گروه کلاسی از دانشجو معلمان (هر گروه 34 نفر) انتخاب و به صورت تصادفی یکی از گروه‌ها به‌عنوان گروه آزمایش و دیگری به‌عنوان گروه کنترل تعیین شد. برای گروه آزمایش، برنامه علوم اعصاب تربیتی مشابه با یک درس دو واحدی نظری در 16 جلسه نوددقیقه‌ای اجرا شد درحالی‌که گروه کنترل این آموزش‌ها را دریافت نکردند و برنامه درسی روزانه خود را ادامه دادند. برای جمع‌آوری اطلاعات در دو مرحله پیش‌آزمون و پس‌آزمون از پرسش‌نامه نظریه ضمنی هوش عبدالفتاح و یتس (2006) استفاده شد. نتایج تحلیل کوواریانس نشان داد که آموزش مفاهیم علوم اعصاب تربیتی موجب کاهش نظریه ذاتی هوش(0/009>P) و افزایش نظریه افزایشی هوش (0/031> P) در گروه آزمایش نسبت به گروه کنترل شده است؛ بنابراین می توان نتیجه گرفت که برنامه آموزشی علوم اعصاب تربیتی باعث افزایش نظریه افزایشی هوش و کاهش نظریه ذاتی هوش در دانشجو معلمان شده است و پیشنهاد می‌شود در دوره‌های آموزشی پیش از خدمت معلمان گنجانده شود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Effectiveness of Educational Neuroscience Concepts Instruction on the Implicit Theory of Intelligence of Pre-service Teachers

نویسندگان [English]

  • Salaam Rahimi 1
  • Javad Mesrabadi 2
  • Ramin Habibi kaleybar 2
  • Abolfazl Farid 3
1 Ph.D. Student in Educational Psychology, Department of Education, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran.
2 Professor, Department of Education, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran.
3 Associate Professor, Department of Education, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran.
چکیده [English]

The object of the current research was to determine the effectiveness of educational neuroscience concepts instruction on the implicit theory of intelligence of pre-service teachers which was executed in a quasi-experimental manner, utilizing a pretest-posttest control group design. The statistical population of the investigation encompassed all students of Farhangian University Shahid Modarres Sanandaj Campus during the academic year 2023-2024 that Two class groups of student teachers (each group of 34 student) were selected via purposive sampling, and one of the groups was randomly designated as the experimental group, and the other as the control group. For the experimental group, an educational neuroscience program analogous to a two-unit theoretical course was conducted in 16 sessions of ninety minutes each, while the control group did not partake in these instructions and persisted with their daily program. The Abd-El-Fattah and Yates Implicit Theory of Intelligence Scale (2006) was employed to amass information in two stages of pre-test and post-test. The outcomes of the covariance analysis indicated that the instruction of the educational neuroscience program resulted in a decrement in the entity theory of intelligence (P<0.009) and an increment in the incremental theory of intelligence (P<0.031) in the experimental group compared to the control group. Therefore, it can be concluded that the training program of educational neuroscience increased the incremental theory of intelligence and decreased the entity theory of intelligence in student teachers, and it is suggested to be included in the pre-service training courses of teachers.

کلیدواژه‌ها [English]

  • Educational Neuroscience
  • Implicit Theory of Intelligence
  • Incremental Theory of Intelligence
  • Entity Theory of Intelligence
محبی نورالدین وند، محمدحسین؛ شهنی ییلاق، منیجه و شریفی، حسن پاشا. (1392). بررسی شاخص‌های روان‌سنجی مقیاس نظریه ضمنی هوش (ITIS) در جامعه دانشجویی. فصلنامه اندازه‌گیری تربیتی، 4(14)، 43-64.
مصرآبادی، جواد. (1398). آمار استنباطی در علوم رفتاری (ویرایش سوم)، تبریز: انتشارات دانشگاه شهید مدنی آذربایجان.
نوری، علی. (1401). برنامه عصب‌ تربیت معلم: یک برنامه آموزش ضمن خدمت برای ارتقای سواد عصب‌تربیت‌شناختی معلمان. تازه های علوم شناختی، ۲۴ (۳) ، ۵۷-۷۲.
Abd-El-Fattah, S. M., & Yates, G. (2006). Implicit Theory of Intelligence Scale: Testing for factorial invariance and mean structure. Australian Association for Research in Education Conference, Adelaide, South Australia,
Anderson, R. K., Boaler, J., & Dieckmann, J. A. (2018). Achieving elusive teacher change through challenging myths about learning: A blended approach. Education Sciences, 8(3), 98.
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.
Bardach, L., Bostwick, K. C. P., Fütterer, T., Kopatz, M., Hobbi, D. M., Klassen, R. M., & Pietschnig, J. (2024). A Meta-Analysis on Teachers’ Growth Mindset. Educational Psychology Review, 36(3), 84.
Basso, D., & Cottini, M. (2023). Cognitive Neuroscience and Education: Not a Gap to Be Bridged but a Common Field to Be Cultivated. Sustainability, 15(2), 1628.
Bates, M. S., Cimpian, J. R., Beilstein, S. O., Moran, C., Curry, K., Jay, V., Henricks, G. M., & Perry, M. (2024). An exploratory study of the relation between teachers’ implicit theories and teacher noticing. Journal of Mathematics Teacher Education, 1-25.
Bates, M. S., Cimpian, J. R., Beilstein, S. O., Moran, C., Curry, K., Jay, V., Henricks, G. M., & Perry, M. (2024). An exploratory study of the relation between teachers’ implicit theories and teacher noticing. Journal of Mathematics Teacher Education.
Bei, E., Argiropoulos, D., Van Herwegen, J., Incognito, O., Menichetti, L., Tarchi, C., & Pecini, C. (2023). Neuromyths: Misconceptions about neurodevelopment by Italian teachers. Trends in Neuroscience and Education, 100219.
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child development, 78(1), 246-263.
Burgoyne, A. P., Hambrick, D. Z., & Macnamara, B. N. (2020). How firm are the foundations of mind-set theory? The claims appear stronger than the evidence. Psychological Science, 31(3), 258-267.
Burnette, J. L., Knouse, L. E., Vavra, D. T., O'Boyle, E., & Brooks, M. A. (2020). Growth mindsets and psychological distress: A meta-analysis. Clinical Psychology Review, 77, 101816.
Chang, Z., Schwartz, M. S., Hinesley, V., & Dubinsky, J. M. (2021). Neuroscience Concepts Changed Teachers’ Views of Pedagogy and Students [Original Research]. Frontiers in Psychology, 12.
Cilalı, B., Michou, A., & Daumiller, M. (2024). Pathways to Need-Supportive Teaching: Teaching Mindsets and Motivation to Teach. The Asia-Pacific Education Researcher, 1-11.
Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113(31), 8664-8668.
Clement, N. D., & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42(4), 534-557.
Coch, & Daniel. (2020). Lost in Translation: Educational Psychologists as Intermediaries Between Neuroscience and Education [Opinion]. Frontiers in Education, 5.
Coch, D. (2018). Reflections on neuroscience in teacher education. Peabody Journal of Education, 93(3), 309-319.
Davidson, R. J. (2012). The Emotional Life of Your Brain: How Its Unique Patterns Affect the Way You Think, Feel, and Live--and How You Ca n Change Them. Penguin.
Dubinsky, J. M., Guzey, S. S., Schwartz, M. S., Roehrig, G., MacNabb, C., Schmied, A., Hinesley, V., Hoelscher, M., Michlin, M., Schmitt, L., Ellingson, C., Chang, Z., & Cooper, J. L. (2019). Contributions of Neuroscience Knowledge to Teachers and Their Practice. The Neuroscientist, 25(5), 394-407.
Dweck, C. S. (2021). Mindset: Changing the way you think to fulfill your potential. Deewang aggarwal.
Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science, 14(3), 481-496.
Ergas, O., Hadar, L. L., Albelda, N., & Levit-Binnun, N. (2018). Contemplative neuroscience as a gateway to mindfulness: findings from an educationally framed teacher learning program. Mindfulness, 9(6), 1723-1735.
Gholami, K., Alikhani, M., & Tirri, K. (2022). Empirical model of teachers’ neuroplasticity knowledge, mindset, and epistemological belief system [Original Research]. Frontiers in Psychology, 13.
Gkintoni, E., & Dimakos, I. (2022). An overview of cognitive neuroscience in education. EDULEARN22 Proceedings, 5698-5707.
Gutshall, C. A. (2020). When Teachers Become Students: Impacts of Neuroscience Learning on Elementary Teachers' Mindset Beliefs, Approach to Learning, Teaching Efficacy, and Grit. European Journal of Psychology and Educational Research, 3(1), 39-48.
Hamilton, L., & Jaap, A. (2024). Pre-service teachers and conceptions of intelligence in the Scottish context: challenging a unidimensional view. Teacher Development, 28(1), 81-103.
Hattie, J. (2023). Visible learning: The sequel: A synthesis of over 2,100 meta-analyses relating to achievement. Routledge.
Heyder, A. (2019). Teachers' beliefs about the determinants of student achievement predict job satisfaction and stress. Teaching and Teacher Education, 86, 102926.
Heyder, A., Steinmayr, R., & Cimpian, A. (2023). Reflecting on their mission increases preservice teachers’ growth mindsets. Learning and Instruction, 86, 101770.
Horvath, J. C., & Donoghue, G. M. (2016). A bridge too far–revisited: reframing bruer’s neuroeducation argument for modern science of learning practitioners. Frontiers in Psychology, 7, 377.
Howard-Jones, P. A., Franey, L., Mashmoushi, R., & Liao, Y.-C. (2009). The neuroscience literacy of trainee teachers. British Educational Research Association Annual Conference,
Howard-Jones, P. A., Varma, S., Ansari, D., Butterworth, B., De Smedt, B., Goswami, U., Laurillard, D., & Thomas, M. S. (2016). The principles and practices of educational neuroscience: Comment on Bowers (2016).
Im, S.-h., Cho, J.-Y., Dubinsky, J. M., & Varma, S. (2018). Taking an educational psychology course improves neuroscience literacy but does not reduce belief in neuromyths. PloS one, 13(2).
Kim, H. (2018). Kant and Fichte on belief and knowledge. Revista de Estud (i) os sobre Fichte(17).
Kroeper, K. M., Fried, A. C., & Murphy, M. C. (2022). Towards fostering growth mindset classrooms: Identifying teaching behaviors that signal instructors’ fixed and growth mindsets beliefs to students. Social Psychology of Education, 25(2), 371-398.
Laine, S., & Tirri, K. (2023). Literature review on teachers’ mindsets, growth-oriented practices and why they matter [Review]. Frontiers in Education, 8.
Leisman, G. (2022). Neuroscience in Education: A Bridge Too Far or One That Has Yet to Be Built: Introduction to the “Brain Goes to School”, 13(40).
Meylani, R. (2023). Exploring the Link Between Mindset and Neuroscience-Implications for Personal Development and Cognitive Functioning. Authorea Preprints.
Murphy, M., Fryberg, S., Brady, L., Canning, E., & Hecht, C. (2021). Global mindset initiative paper 1: Growth mindset cultures and teacher practices. Available at SSRN 3911594.
Nalipay, M. J. N., King, R. B., Mordeno, I. G., Chai, C.-S., & Jong, M. S.-y. (2021). Teachers with a growth mindset are motivated and engaged: the relationships among mindsets, motivation, and engagement in teaching. Social Psychology of Education, 24, 1663-1684.
Padır, M. A., & Vangölü, M. S. (2023). Implicit Theory of Intelligence: Growth Mindset. Psikiyatride Güncel Yaklaşımlar, 15(3), 451-457.
Privitera, A. J. (2021). A scoping review of research on neuroscience training for teachers. Trends in Neuroscience and Education, 24, 100-157.
Rousseau, L. (2021). Interventions to Dispel Neuromyths in Educational Settings—A Review. Frontiers in Psychology, 12, 719692.
Rousseau, L. (2024). Dispelling Educational Neuromyths: A Review of In‐Service Teacher Professional Development Interventions. Mind, Brain, and Education.
Sarrasin, J. B., Nenciovici, L., Foisy, L.-M. B., Allaire-Duquette, G., Riopel, M., & Masson, S. (2018). Effects of teaching the concept of neuroplasticity to induce a growth mindset on motivation, achievement, and brain activity: A meta-analysis. Trends in Neuroscience and Education, 12, 22-31.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1-23.
Snyder, K. E., Makel, M. C., Adelson, J. L., Crawford, B. F., & Barger, M. M. (2021). Concordance and discordance in implicit beliefs about intelligence and giftedness. Learning and Individual Differences, 86, 101971.
Sortwell, A., Gkintoni, E., Zagarella, S., Granacher, U., Forte, P., Ferraz, R., Ramirez-Campillo, R., Carter-Thuillier, B., Konukman, F., & Nouri, A. (2023). Making neuroscience a priority in Initial Teacher Education curricula: a call for bridging the gap between research and future practices in the classroom. Neuroscience Research Notes, 6(4), 266.261-266.267.
Stern, Grabner, R. H., & Schumacher, R. (2016). Educational neuroscience: A field between false hopes and realistic expectations. Zeitschrift für Psychologie, 224, 237-239.
Tao, V. Y., Li, Y., Lam, K. H., Leung, C. W., Sun, C. I., & Wu, A. M. (2021). From teachers’ implicit theories of intelligence to job stress: The mediating role of teachers’ causal attribution of students’ academic achievement. Journal of Applied Social Psychology, 51(5), 522-533.
van den Akker, J. (2013). 2. Curricular Development Research as a Specimen of Educational Design Research. Design Research, 53.
Vestad, L., & Bru, E. (2023). Teachers’ support for growth mindset and its links with students’ growth mindset, academic engagement, and achievements in lower secondary school. Social Psychology of Education, 1-24.
Whiting, S. B., Wass, S. V., Green, S., & Thomas, M. S. (2021). Stress and learning in pupils: Neuroscience evidence and its relevance for teachers. Mind, Brain, and Education, 15(2), 177-188.
Wilcox, G., Morett, L. M., Hawes, Z., & Dommett, E. J. (2021). Why educational neuroscience needs educational and school psychology to effectively translate neuroscience to educational practice. Frontiers in Psychology, 11, 618449.
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational psychologist, 47(4), 302-314.
Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? American psychologist, 75(9), 1269.
Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S., & Hinojosa, C. P. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364-369.
Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., Lee, H. Y., O'Brien, J., Flint, K., & Roberts, A. (2016). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of educational psychology, 108(3), 374.
Yeager, D. S., & Walton, G. M. (2011). Social-psychological interventions in education: They’re not magic. Review of educational research, 81(2), 267-301.
yin Tsang, P., Francis, G., & Pavlidou, E. (2024). Educational neuromyths and instructional practices: The case of inclusive education teachers in Hong Kong. Trends in Neuroscience and Education, 100221.