|M.Sc Student||Ben-Ami Vered|
|Subject||Myths in Education|
|Department||Department of Education in Science and Technology||Supervisor||Professor Michael Moore|
focuses on popular myths held by both teachers and students within the
educational system. Such myths give certain facts and conditions the appearance
of being unalterable phenomena, thus becoming a major influence in school.
Research Goals were to identify common school myths, held by both students and teachers, to categorize these myths according to the groups that believe in them and to examine teacher and student perceptions of how belief in such myths influences student motivation to achieve, student attitudes toward school, and teachers’ attitudes about their own teaching specialties, the school and the students. The research was conducted as a survey, with 126 teachers and 369 students participating.
The survey was carried out in five schools: from the periphery-development town sector, from the rural educational sector, urban schools and a school from the Arab sector.
According to the results people feel that myths common to the educational system do indeed influence those who believe in them, and according to all indicators examined: student motivation, attitudes toward school, teacher’s attitude toward teaching and school and student-teacher relations. Some myths were perceived to have positive effects, like increasing and encouraging motivation among teachers, or improving the teacher-student relationship. In contrast, other myths were perceived as having negative effects and could interfere with the educational process, disrupt the weaving of a fabric of positive relations between teachers and students, and interfere with the individual’s personal development.
Background variables, like: Teacher/student, place of residence, gender, teaching specialty, learning subject and nationality, all contribute to the differences that develop between different groups regarding their attitudes.