Survey on brain science literacy among primary education undergraduates
LI Lu1, ZHOU Jiaxian2
1. Kunming College of Arts and Science, Kunming 650222, Yunnan Province, China; 2. Department of Educational Psychology, Faculty of Education, Center for Educational Neuroscience, East China Normal University, Shanghai 200062, China
Abstract：Objective To investigate the current status of brain science literacy among undergraduates majoring in primary education, and propose cultivation strategies to promote the construction of brain science literacy. Methods A questionnaire based on four brain science literacy modules（brain in life, brain in environment, brain in learning, and brain indevelopment）was developed to survey 632 undergraduates majoring in primary education on brain science literacy. Results The undergraduates generally had a low level of understanding of brain science and a high rate of belief in neuromyths. The rate of correctness of basic brain science literacy statement increased with the number of years of undergraduate education. There was a significant interaction effect between years of education and different brain science literacy modules. There were significant differences among brain science literacy modules, with the lowest rate of correctness in the module of brain in life. Conclusion The brain science literacy of the undergraduates is generally low, and they are deficient in knowledge about brain science in daily life. Educational neuroscience courses should be incorporated into the learning system of professional courses to increase students’understanding and application of brain science knowledge to daily learning and life.
