Typical courses and critical thinking skills acquired during a semester are not sufficient to prompt skepticism about myth statements

Class Dis-Mythed: Exploring the Prevalence and Perseverance of Myths in Upper-Level Psychology Courses. Michael Root and Caroline Stanley. https://www.researchgate.net/publication/317646288_Class_Dis-Mythed_Exploring_the_Prevalence_and_Perseverance_of_Myths_in_Upper-Level_Psychology_Courses

Description: Undergraduates (N = 117) from two mid-sized universities enrolled in one of three psychology courses (Cognitive Psychology, Learning & Memory, or Personality) completed surveys about commonly held psychology myths related to the course in which they were enrolled. Students completed the surveys at the beginning and end of the semester. The purpose of our study was twofold. First, we wanted to measure the prevalence of myth beliefs in undergraduates taking upper level psychology courses. Second, we wanted to discern whether course content alone (i.e., readings, lectures, class activities, tests, and assignments) was sufficient to disabuse undergraduates of their myth beliefs. Although all three courses had prerequisite psychology courses, beginning-of-semester responses indicated that students in all three classes believed a majority of the myths related to the subject matter of their course. End-of-semester responses indicated that, unless a myth was explicitly debunked in a course (e.g., material in a Learning & Memory course contradicted their belief that people have different learning styles), myth beliefs persisted throughout the semester. Our results suggest that typical course content and any critical thinking skills acquired during a semester is not sufficient to prompt skepticism about myth statements. Instead, we argue that a more effective strategy to dispel common myths that may hinder undergraduates reasoning and critical thinking skills is for instructors to make undergraduates explicitly aware of these myths and how research fails to support them.

Check also: Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths. Kelly Macdonald et al. Frontiers in Psychology, Aug 10 2017. http://www.bipartisanalliance.com/2017/08/training-in-education-or-neuroscience.html