Speaker
Description
The field of Neuroeducation emerged at the cross-road of Neurosciences and Education. This new field provides a framework where educators could be informed and apply neuroscience findings to improve their educational praxis. However, as the dialogue increases between neuroscience and education there is a growing concern about the prevalence of misconceptions (neuromyths) generated by a misunderstanding of scientific facts among educators. In an online survey, 60 in-service music teachers and 60 in-service generalist teachers (non-musicians) evaluated 15 possible music neuromyths and 15 scientifically substantiated neuro-educational theses as incorrect, correct or do not know. Preliminary results show evidence that there are major misconceptions in in-service generalist teachers beliefs concerning children’s musical abilities and brain development. We discuss findings and we suggest that teacher’s misconceptions about children music and artistic development must be firther explored and clarified in order to ensure sustainable educational environments for a holistic and fruitful development for all children.
CV
Dimitra Koniari (PhD) serves as Laboratory Teaching Personnel at the Department of Music Science & Art (University of Macedonia, Greece). She holds a BA in Musical Studies (A.U.Th, Greece), a MA in Cognitive Sciences (Free University of Brussels, Belgium) and a PhD in Educational and Social Policy (University of Macedonia, Greece). She has also studied piano and the Jaques-Dalcroze Eurythmique method. She is a member of the Greek Society for Music Education (GSME) and head of the editorial team of GSME’s journal with music teaching suggestions, Music Education. Her interests lie in Music Education, Music Psychology and Music Neurodidactics.
