Kelly T. Macdonald|Laura Germine|Alida Anderson|Joanna A. Christodoulou|Lauren M. McGrath
Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths
University of Houston|McLean Hospital|Harvard University|American University|MGH Institute of Health Professions|University of Denver
neuromyths misconceptions brain research application education learning previous research shown myths may quite pervasive among educators less known rates compare general public individuals exposure neuroscience study first use large sample united states compare prevalence predictors neuromyths among educators general public individuals high neuroscience exposure neuromyth survey responses demographics gathered via online survey hosted testmybrainorg compared performance among three groups interest educators n598 high neuroscience exposure n234 general public n3045 analyzed predictors individual differences neuromyths performance exploratory factor analysis found core group 7 classic neuromyths factored together items related learning styles dyslexia mozart effect impact sugar attention rightbrainleftbrain learners using 10 brain general public endorsed greatest number neuromyths m68 significantly fewer endorsed educators m56 still fewer endorsed high neuroscience exposure group m46 two commonly endorsed neuromyths across groups related learning styles dyslexia accurate performance neuromyths predicted age younger education graduate degree exposure neuroscience courses exposure peerreviewed science findings suggest training education neuroscience help reduce eliminate belief neuromyths discuss possible underlying roots prevalent neuromyths implications classroom practice empirical results useful developing comprehensive training modules educators target general misconceptions brain learning