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 ...

Neuromyths are misconceptions about brain research and its application to education and learning. Previous research has shown that these myths may be quite pervasive among educators, but less is known about how these rates compare to the general public or to individuals who have more exposure to neuroscience. This study is the first to use a large sample from the United States to compare the pr...

Enthusiasm for research on the brain and its application in education is growing among teachers. However, a lack of sufficient knowledge, poor communication between educators and scientists, and the effective marketing of dubious educational products has led to the proliferation of numerous 'neuromyths.' As a first step toward designing effective interventions to correct these misconceptions, p...

Although very often teachers show a great interest in introducing findings from the field of neuroscience in their classrooms, there is growing concern about the lack of academic instruction on neuroscience on teachers' curricula because this has led to a proliferation of neuromyths. We surveyed 479 undergraduate (mean age = 19.60 years, SD = 2.29) and 94 postgraduate students (mean age = 28.52...

The article presents the results of research conducted among Polish teachers. Their aim was to check prevalence neuromyths in schools and kindergartens, identify predictors both belief level knowledge about structure functioning brain. obtained partially confirmed reports from international studies. Neuromyths turned out be very popular teachers, even despite high basic field neurobiology. also...

Neuromyths are commonly held misconceptions about the brain believed by both general public and educators. While much research has investigated prevalence of myths typically developing brain, less attention been devoted to pervasiveness neuromyths neurodevelopmental disorders, which have potential exacerbate stigma. This preregistered study what extent disorders (namely dyslexia, deficit hypera...

Educators are increasingly interested in applying neuroscience findings to improve educational practice. However, their understanding of the brain often lags behind their enthusiasm for the brain. We propose that educational psychology can serve as a bridge between basic research in neuroscience and psychology on one hand and educational practice on the other. We evaluated whether taking an edu...

In the last decade, educational neuroscience has become increasingly important in the context of instruction, and its applications have been transformed into new teaching methods. Although teachers are interested in educational neuroscience, communication between scientists and teachers is not always straightforward. Thus, misunderstandings of neuroscientific research results can evolve into so...

From the perspective of neuroscience applied to education and teaching foreign languages, this exploratory study analyzes beliefs conceptions about functioning brain language learning in students enrolled Education degrees at Melilla campus University Granada. The sample consisted 397 participants. data collection was carried out by means a questionnaire designed for purpose, consisting questio...