Neuroscepticism: investigating teachers’ experiences using a Whole Brain Teaching method

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    Abstract

    The integration of neuroscience into teaching programs is developing and there is a trend towards including approaches claiming to be brain-based in classroom practice. The chapter presents a study that was undertaken over the period of one school semester in a second languages program. It involved five primary school teachers and three secondary school teachers teaching Greek as a second language in an accredited after-hours community language program. Through systematic data collection of interviews and teacher journals, teachers reflected on Whole Brain Teaching (WBT) strategies introduced and used and how these contributed to both engagement with and recall of information, specifically set vocabulary in the second language. The study explores the lived experiences of eight teachers who used WBT strategies, and who all advocated the positive impact of the WBT method without making links to learning theories or seeking evidence for research on the method.
    Original languageEnglish
    Title of host publicationEvidence-Based Learning and Teaching
    Subtitle of host publicationA Look into Australian Classrooms
    EditorsMelissa Barnes, Maria Gindidis, Sivanes Phillipson
    Place of PublicationAbingdon UK
    PublisherRoutledge
    Chapter5
    Pages48-59
    Number of pages12
    Edition1st
    ISBN (Electronic)9781351129367
    ISBN (Print)9780815355717, 9780815355700
    Publication statusPublished - 2018

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