Misconceptions about neuroscience – prevalence and persistence of neuromyths in education

Abstract

Abstract Brain-friendly learning is a new catchphrase in school and university instructional practice. However, it often escapes the notice of the teachers and learners involved that neurodidactics is not simply a plausible concept – it can also be a myth if applied incorrectly. Numerous international studies show that both pre-service and in-service teachers as well as university educators endorse misconceptions on the topic of learning and the brain and orient their didactic conception on so-called neuromyths. This paper presents nine neuromyths on the topic of learning and memory. Based on a review of the current research, we discuss what determines their emergence and prevalence, to what extent neuromyths pose a problem for practice, and why and how both neurodidactics and neuromyths should be made an object of university instruction.