Leiden University Student Repository

Hijlkema, Renée (2022)

De gevoeligheid van leraren voor het verleidende effect van breininformatie op de geloofwaardigheid van artikelen over onderwijsonderzoek: De gevoeligheid van leraren voor het verleidende effect van breininformatie op de geloofwaardigheid van artikelen over onderwijsonderzoek

Master thesis | Education and Child Studies (MSc)

The aim of the present study was to investigate the effect of the seductive allure of neuroscience explanations (SANE effect), the finding that people overvalue psychological arguments when framed in terms of neuroscience findings, among teachers in the Netherlands. This study is based on the work of Im, Varma & Varma (2017) and also examined the possible role of three moderating variables, i.e. educational background, neuroscientific knowledge and attitude towards educational neuroscience. Participants (N = 310) read eight articles about educational topics in one of the four conditions corresponding to four levels of neuroscientific framing: psychological finding alone, with an extraneous neuroscience finding (verbal), with an extraneous neuroscience finding (verbal) and graph, and with an extraneous neuroscientific finding (verbal) and brain image. Participants were randomly assigned to one level of neuroscientific framing and rated the credibility of each article’s argument on a...Show moreThe aim of the present study was to investigate the effect of the seductive allure of neuroscience explanations (SANE effect), the finding that people overvalue psychological arguments when framed in terms of neuroscience findings, among teachers in the Netherlands. This study is based on the work of Im, Varma & Varma (2017) and also examined the possible role of three moderating variables, i.e. educational background, neuroscientific knowledge and attitude towards educational neuroscience. Participants (N = 310) read eight articles about educational topics in one of the four conditions corresponding to four levels of neuroscientific framing: psychological finding alone, with an extraneous neuroscience finding (verbal), with an extraneous neuroscience finding (verbal) and graph, and with an extraneous neuroscientific finding (verbal) and brain image. Participants were randomly assigned to one level of neuroscientific framing and rated the credibility of each article’s argument on a 7-point Likert scale. The results show that there was a general SANE effect when educational articles were accompanied by both extraneous verbal neuroscience findings and brain images. Extraneous verbal neuroscientific framings, either alone or accompanied by graphs, did not influence the credibility of the application of psychological findings to educational topics. The results did not support the expectations that teachers’ educational background or neuroscientific knowledge play a role in the SANE effect. However, the results suggest that the teacher’s attitude towards educational neuroscience does influence the SANE effect: teachers who were very positive towards the use of neuroscience in education were sensitive for the SANE effect and teachers who were moderate to not positive about this were not. On the basis of the results of this research and previous SANE studies, future studies to further investigate the mechanism of the SANE effect among teachers, the role of the effect and neuromyths in education, and how to build a bridge between neuroscience and education are suggested.Show less

seductive allure of neuroscience explanations

educational neuroscience

neuroscientific framing

neuroimaging

reasoning

neuromyths

Author

Hijlkema, Renée

Faculty

Faculty of Social & Behavioural Sciences

Specialisation

Educational Science

Supervisors

Helder, A.

ECTS Credits

20

Language

nl