Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers
Top Cited Papers
Open Access
- 1 January 2012
- journal article
- Published by Frontiers Media SA in Frontiers in Psychology
- Vol. 3, 429
- https://doi.org/10.3389/fpsyg.2012.00429
Abstract
The OECD’s Brain and Learning project (2002) emphasized that many misconceptions about the brain exist among professionals in the field of education. Though these so-called “neuromyths” are loosely based on scientific facts, they may have adverse effects on educational practice. The present study investigated the prevalence and predictors of neuromyths among teachers in selected regions in the United Kingdom and the Netherlands. A large observational survey design was used to assess general knowledge of the brain and neuromyths. The sample comprised 242 primary and secondary school teachers who were interested in the neuroscience of learning. It would be of concern if neuromyths were found in this sample, as these teachers may want to use these incorrect interpretations of neuroscience findings in their teaching practice. Participants completed an online survey containing 32 statements about the brain and its influence on learning, of which 15 were neuromyths. Additional data was collected regarding background variables (e.g., age, sex, school type). Results showed that on average, teachers believed 49% of the neuromyths, particularly myths related to commercialized educational programs. Around 70% of the general knowledge statements were answered correctly. Teachers who read popular science magazines achieved higher scores on general knowledge questions. More general knowledge also predicted an increased belief in neuromyths. These findings suggest that teachers who are enthusiastic about the possible application of neuroscience findings in the classroom find it difficult to distinguish pseudoscience from scientific facts. Possessing greater general knowledge about the brain does not appear to protect teachers from believing in neuromyths. This demonstrates the need for enhanced interdisciplinary communication to reduce such misunderstandings in the future and establish a successful collaboration between neuroscience and education.Keywords
This publication has 11 references indexed in Scilit:
- Three requirements for justifying an educational neuroscienceBritish Journal of Educational Psychology, 2012
- Distinguishing science from pseudoscience in school psychology: Science and scientific thinking as safeguards against human errorJournal of School Psychology, 2012
- The Appeal of the Brain in the Popular PressPerspectives on Psychological Science, 2010
- Neuroscience: Viable Applications in Education?The Neuroscientist, 2010
- From Scientific Theory to Classroom PracticeThe Neuroscientist, 2010
- Scepticism is not enoughCortex, 2009
- Seeing is believing: The effect of brain images on judgments of scientific reasoningCognition, 2008
- The Seductive Allure of Neuroscience ExplanationsJournal of Cognitive Neuroscience, 2008
- Neuroscience and education: from research to practice?Nature Reviews Neuroscience, 2006
- Do You Know Your Brain? A Survey on Public Neuroscience Literacy at the Closing of the Decade of the BrainThe Neuroscientist, 2002