Where did pre-service teachers, teachers, and the general public learn neuromyths? Insights to support teacher training

IF 3.4 Q2 NEUROSCIENCES Trends in Neuroscience and Education Pub Date : 2024-06-29 DOI:10.1016/j.tine.2024.100235

Letícia Sayuri Ribeiro Sazaka , Maria Julia Hermida , Roberta Ekuni

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Abstract

Background

Neuromyths may negatively influence teacher practice. Knowing where people learned misinformation can prevent its propagation and improve teacher training.

Objective

To investigate the prevalence of neuromyths, their sources, and whether they influence teacher practice.

Method

157 participants (teachers, pre-service teachers, and the general public), assessed four neuromyths statements on a 4-point Likert scale. They indicate their sources, and if they were educators, whether they influenced their teacher practice.

Results

Participants showed over 50 % agreement in neuromyths, and approximately 30 % of teachers reported using teaching strategies based on these misconceptions. Information sources included social media, instructional materials, books, as well as interactions with peers.

Conclusion

These results underscore the need to avoid the spread of neuromyths, especially the learning styles myth, targeting training courses and educational materials. Most teachers remember where they learned about neuromyths, which may help to identify the sources

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职前教师、教师和公众从哪里学到神经迷思？支持教师培训的启示

背景神经迷思可能会对教师的教学实践产生负面影响。调查神经迷思的流行程度、来源以及是否影响教师实践。方法 157 名参与者（教师、职前教师和普通大众）用 4 点李克特量表对四种神经迷思进行评估，并指出其来源以及如果他们是教育工作者，这些神经迷思是否影响了他们的教师实践。结果157 名参与者（教师、职前教师和公众）以 4 分李克特量表对四种神经迷信进行了评估，并指出了其信息来源，以及如果他们是教育工作者，这些信息是否影响了他们的教学实践。信息来源包括社交媒体、教学材料、书籍以及与同行的交流。结论这些结果表明，有必要避免神经迷思的传播，尤其是针对培训课程和教育材料的学习风格迷思。大多数教师都记得他们是从哪里了解到神经迷思的，这可能有助于确定神经迷思的来源。

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