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X Demographics
Mendeley readers
Attention Score in Context
| Title |
Teaching About “Brain and Learning” in High School Biology Classes: Effects on Teachers' Knowledge and Students' Theory of Intelligence
|
|---|---|
| Published in |
Frontiers in Psychology, December 2015
|
| DOI | 10.3389/fpsyg.2015.01848 |
| Pubmed ID | |
| Authors |
Sanne Dekker, Jelle Jolles |
| Abstract |
This study evaluated a new teaching module about "Brain and Learning" using a controlled design. The module was implemented in high school biology classes and comprised three lessons: (1) brain processes underlying learning; (2) neuropsychological development during adolescence; and (3) lifestyle factors that influence learning performance. Participants were 32 biology teachers who were interested in "Brain and Learning" and 1241 students in grades 8-9. Teachers' knowledge and students' beliefs about learning potential were examined using online questionnaires. Results indicated that before intervention, biology teachers were significantly less familiar with how the brain functions and develops than with its structure and with basic neuroscientific concepts (46 vs. 75% correct answers). After intervention, teachers' knowledge of "Brain and Learning" had significantly increased (64%), and more students believed that intelligence is malleable (incremental theory). This emphasizes the potential value of a short teaching module, both for improving biology teachers' insights into "Brain and Learning," and for changing students' beliefs about intelligence. |
X Demographics
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | 50% |
| Unknown | 1 | 50% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 58 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Hong Kong | 1 | 2% |
| Germany | 1 | 2% |
| Unknown | 56 | 97% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 10 | 17% |
| Student > Ph. D. Student | 7 | 12% |
| Student > Bachelor | 7 | 12% |
| Researcher | 6 | 10% |
| Student > Doctoral Student | 5 | 9% |
| Other | 11 | 19% |
| Unknown | 12 | 21% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 16 | 28% |
| Neuroscience | 9 | 16% |
| Social Sciences | 5 | 9% |
| Agricultural and Biological Sciences | 2 | 3% |
| Medicine and Dentistry | 2 | 3% |
| Other | 9 | 16% |
| Unknown | 15 | 26% |
Attention Score in Context
This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 02 December 2015.
All research outputs
#14,242,087
of 22,834,308 outputs
Outputs from Frontiers in Psychology
#15,110
of 29,824 outputs
Outputs of similar age
#202,781
of 387,568 outputs
Outputs of similar age from Frontiers in Psychology
#273
of 454 outputs
Altmetric has tracked 22,834,308 research outputs across all sources so far. This one is in the 35th percentile – i.e., 35% of other outputs scored the same or lower than it.
So far Altmetric has tracked 29,824 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 12.5. This one is in the 46th percentile – i.e., 46% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 387,568 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 45th percentile – i.e., 45% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 454 others from the same source and published within six weeks on either side of this one. This one is in the 37th percentile – i.e., 37% of its contemporaries scored the same or lower than it.