Sanne Dekker|Nikki Lee|Paul Howard?Jones|Jelle Jolles
Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers
University of Bristol
oecds brain learning project 2002 emphasized many misconceptions brain exist among professionals field educationthough socalled neuromyths loosely based scientific facts may adverse effects educational practicethe present study investigated prevalence predictors neuromyths among teachers selected regions united kingdom netherlandsa large observational survey design used assess general knowledge brain neuromythsthe sample comprised 242 primary secondary school teachers interested neuroscience learningit would concern neuromyths found sample teachers may want use incorrect interpretations neuroscience findings teaching practiceparticipants completed online survey containing 32 statements brain influence learning 15 neuromythsadditional data collected regarding background variables eg age sex school typeresults showed average teachers believed 49 neuromyths particularly myths related commercialized educational programsaround 70 general knowledge statements answered correctlyteachers read popular science magazines achieved higher scores general knowledge questionsmore general knowledge also predicted increased belief neuromythsthese findings suggest teachers enthusiastic possible application neuroscience findings classroom find difficult distinguish pseudoscience scientific factspossessing greater general knowledge brain appear protect teachers believing neuromythsthis demonstrates need enhanced interdisciplinary communication reduce misunderstandings future establish successful collaboration neuroscience education