Teachers with some factual knowledge of the brain were more easily believers of neuromyths; those who endorsed neuromyths were generally more confident in their answers than those who identified the myths

Why do teachers believe educational neuromyths? Brenda Hughes, Karen A. Sullivan, Linda Gilmore. Trends in Neuroscience and Education, Volume 21, December 2020, 100145. https://doi.org/10.1016/j.tine.2020.100145

Rolf Degen's take: https://twitter.com/DegenRolf/status/1335927859332984833

Abstract

Background: It is not well understood whether qualified teachers believe neuromyths, and whether this affects their practice and learner outcomes.

Method: A standardised survey was administered to practising teachers (N = 228) to determine whether or not they believe fictional (neuromyth) or factual statements about the brain, the confidence in those beliefs, and their application.

Results: Although factual knowledge was high, seven neuromyths were believed by >50% of the sample. Participants who endorsed neuromyths were generally more confident in their answers than those who identified the myths. Key neuromyths appear to be incorporated into classrooms.

Conclusion: Australian teachers, like their overseas counterparts, have some neuroscience awareness but are susceptible to neuromyths. A stronger partnership with neuroscientists would addresss the complex problem of disentangling brain facts from fictions, and provide better support for teachers. This study uncovered psychometric weaknesses in the commonly used neuromyth measure that future research should address.

Keywords: NeuroscienceEducationTeachingLearningStudentsBrainNeuromyths