بازنگری الگوی عمومی تدریس، مبتنی بر مطالعات علوم اعصاب تربیتی

Bundock, K., Rolf, K. R., Hornberger, A., & Halliday, C. (2023). Improving Access to General Education via Co-Teaching in

Secondary Mathematics Classrooms: An Evaluation of Utah’s Professional Development Initiative. Rural Special

Education Quarterly, 42(2), 78-93. https://doi.org/10.1177/87568705231167340

Damore, S. J., & Murray, C. J. L. (2008). Urban Elementary School Teachers' Perspectives Regarding Collaborative Teaching

Practices. Remedial and Special Education, 30(4), 234-244. https://doi.org/10.1177/0741932508321007

Dündar, S., & Gündüz, N. (2016). Misconceptions Regarding the Brain: The Neuromyths of Preservice Teachers. Mind Brain

and Education, 10(4), 212-232. https://doi.org/10.1111/mbe.12119

Fathiazar, E., Mani, A., Adib, Y., & Sharifi, Z. N. (2020). Effectiveness of an Educational Neuroscience-Based Curriculum to

Improve Academic Achievement of Elementary Students With Mathematics Learning Disabilities. Research and

Development in Medical Education, 9(1), 18-18. https://doi.org/10.34172/rdme.2020.018

Fischer, K. W., Goswami, U., & Geake, J. (2010). The Future of Educational Neuroscience. Mind Brain and Education, 4(2),

68-80. https://doi.org/10.1111/j.1751-228x.2010.01086.x

Frei-Landau, R., Grobgeld, E., & Guberman, R. (2023). Implementing Digital Neuroscience in Special-Needs-Teacher

Education: Exploring Student-Teachers’ Multifaceted Learning Outcomes Related to Teaching Children With

Neurodevelopmental Disorders. Frontiers in psychology, 14. https://doi.org/10.3389/fpsyg.2023.1232315

Freitas, D. B., Hanzlick-Burton, C., Nestorovic, M., DeBoer, J., Gj, G., & Ca, H. (2021). Teacher Perceptions of Using Robots

to Teach Neuroscience in Secondary School. https://doi.org/10.1101/2021.04.01.438071

Gupta, H., & Parkash, B. (1999). A Novel Multipurpose Model Set for Teaching General Chemistry. Journal of Chemical

Education, 76(2), 204. https://doi.org/10.1021/ed076p204

Hachem, M., Daignault, K., & Wilcox, G. (2022). Impact of Educational Neuroscience Teacher Professional Development:

Perceptions of School Personnel. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.912827

Macdonald, K. T., Germine, L., Anderson, A., Christodoulou, J. A., & McGrath, L. M. (2017). Dispelling the Myth: Training

in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths. Frontiers in psychology, 8.

https://doi.org/10.3389/fpsyg.2017.01314

Pössel, M. (2018). Relatively Complicated? Using Models to Teach General Relativity at Different Levels.

https://doi.org/10.48550/arxiv.1812.11589

Rincón, A. N., López, M. A., Galvis, C. A. S., & Navarro, L. I. I. (2022). Neurodidactics of Languages: Neuromyths in

Multilingual Learners. Mathematics, 10(2), 196. https://doi.org/10.3390/math10020196

Rousseau, L. (2021). Interventions to Dispel Neuromyths in Educational Settings—A Review. Frontiers in psychology, 12.

https://doi.org/10.3389/fpsyg.2021.719692

Sahiti, Q., & Stamp, J. A. (2021). The Use of Visuals in Undergraduate Neuroscience Education: Recommendations for

Educators. Teaching of Psychology, 49(3), 276-283. https://doi.org/10.1177/00986283211000326

Williams, H. P., & Ditch, R. (2019). Co-Teaching: Equity for English Learners? Theory & Practice in Rural Education, 9(2),

20-34. https://doi.org/10.3776/tpre.2019.v9n2p20-34

Woolcott, G. (2011). A Broad View of Education and Teaching Based in Educational Neuroscience. International Journal for

Cross-Disciplinary Subjects in Education, 1(Special 1), 601-606. https://doi.org/10.20533/ijcdse.2042.6364.2011.0084

Zhang, J. (2017). A General Model of E-Learning for Supporting Blended Learning in Higher Education.

https://doi.org/10.2991/icmess-17.2017.95