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Journals / Journal of Gifted Education and Creativity / 2026 / Volume: 13 Issue: 1

Evaluating the effectiveness of educational neuroscience training for teachers working with gifted students

Derya Atalan Ergin(KAPADOKYA ÜNİVERSİTESİ, BEŞERİ BİLİMLER FAKÜLTESİ)0000-0002-6602-1985
Gülendam Akgül(ANKARA ÜNİVERSİTESİ, EĞİTİM BİLİMLERİ FAKÜLTESİ, EĞİTİM BİLİMLERİ (DR))0000-0003-1648-3118
Pages
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Publication Date
2026-06-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Findings revealed that participants’ belief in neuromyths decreased after the training.

📌 3 Key Takeaways

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Objective & Hypothesis:Teachers’ knowledge about the brain influences their use of diverse teaching and learning methods.
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Key Findings & Data:All teachers received a 12-hour ENT program.
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Conclusion & Impact:Findings revealed that participants’ belief in neuromyths decreased after the training.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Educational neuroscience training · experimental design · teacher training

Abstract

Teachers’ knowledge about the brain influences their use of diverse teaching and learning methods. This study examined the effect of Educational Neuroscience Training (ENT) on teachers’ attitudes toward neuroscience and their beliefs in neuromyths. Thirty teachers working with gifted students participated in a pre-test–post-test experimental design. All teachers received a 12-hour ENT program. Data were collected using the Neuromyths Assessment Form and the Attitudes Toward Neuroscience Form, which also included open-ended questions. Quantitative data were analyzed with a paired samples t-test, while qualitative data were examined through content analysis. Findings revealed that participants’ belief in neuromyths decreased after the training. Open-ended responses indicated that educational neuroscience contributed to classroom practices and strengthened teachers’ knowledge and awareness of effective learning. Results highlight the potential role of educational neuroscience in teacher training, particularly in reducing neuromyths, and offer directions for future research.

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Cite This Article

Ergin, D. A., Akgül, G. (2026). Evaluating the effectiveness of educational neuroscience training for teachers working with gifted students. Journal of Gifted Education and Creativity, Volume: 13 Issue: 1. https://doi.org/10.5281/zenodo.21034464

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