Tenacious educational neuromyths: Prevalence among teachers and an intervention

Several studies have revealed a common high prevalence of educational neuromyths among teachers from different countries. However, only one intervention aimed at reducing these beliefs among in-service teachers has been reported to date, and it was conducted in a non-naturalistic setting. In the pre...

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Bibliographic Details
Published in:Trends in neuroscience and education 2022-12, Vol.29, p.100192-100192, Article 100192
Main Authors: Ruiz-Martin, Hector, Portero-Tresserra, Marta, Martínez-Molina, Agustín, Ferrero, Marta
Format: Article
Language:English
Subjects:
Educational Personnel
Educational Status
False beliefs
Humans
Misconceptions
Neuromyths
Prevalence
School Teachers
Schools
Teacher education
Training impact
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Summary:Several studies have revealed a common high prevalence of educational neuromyths among teachers from different countries. However, only one intervention aimed at reducing these beliefs among in-service teachers has been reported to date, and it was conducted in a non-naturalistic setting. In the present study, we administered a survey to measure the prevalence of common neuromyths in a large sample (n = 807) of primary and secondary teachers from 203 schools across Catalonia (Spain), and then we evaluated the impact that a 15-hour online course on neuroscience had on a sample of them as compared to a control group. Results showed an initial distribution of neuromyth beliefs similar to those of previous studies and a large effect of the intervention on reducing their prevalence shortly after the training and in the long term. These findings provide evidence that an intervention addressed to in-service teachers that is low-cost and easy to implement can cast corrective effects that persist over time in neuromyth beliefs.
ISSN:2211-9493
2211-9493
DOI:10.1016/j.tine.2022.100192