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Professionalizing Pre-Service Biology Teachers' Misconceptions about Learning and the Brain through Conceptual Change
Scientific concepts of learning and the brain are relevant for biology teachers in two ways: Firstly, the topic is an object of instruction (e.g., long-term potentiation). Secondly, biology teachers must guide their students towards sustainable learning. Consequently, their own understanding of learning and the brain has an especially far-reaching influence on students. Pre-service biology teachers endorse so-called "neuromyths," misconceptions on the subject of learning and the brain (e.g.,doi:10.3390/educsci8030120 fatcat:klnchnahtvgd7kumr2es4nasfq