Neuroscience for inclusion in multicultural contexts
DOI:
https://doi.org/10.17561/riai.v7.n1.1Keywords:
neuroscience, inclusion, multiculturalism, educational contexts, multicultural contexts, inclusive contextsAbstract
Neuroscience is important for inclusion in multicultural educational contexts. The objective of the research is to compare the opinions of Primary Education Degree´s students and students of Teachers Master´s regarding the presence of neuroscience in the multicultural classroom to encourage inclusion. This study is based on the following hypothesis: "neuroscience for educational inclusion favors multicultural educational contexts". In order to try to respond to this objective and the starting hypothesis, it has been developed a descriptive, explanatory and correlal research based on a quantitative methodology. For the research, a Likert scale has been developed, for this purpose, first, an operationalization table has been built with 6 dimensions of 6 items in each dimension and with a Cronbach Alpha of α = .836 on the scale of the Degree´s students and α = .795 on the scale of the Master´s students. The instrument was applied to a sample of 296 Degree´s subjects and 295 Master's subjects from an Andalusian university. It was concluded that Degree´s students and Master's students are aware of the importance of neuroscience for inclusion in multicultural contexts.
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