Believing in Neuromyths Makes Neither a Bad Nor Good Student‐Teacher: The Relationship between Neuromyths and Academic Achievement in Teacher Education

Krammer, Georg; Vogel, Stephan; Grabner, Roland H.

doi:10.1111/mbe.12266

Cited by 33 publications

(32 citation statements)

References 25 publications

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“…As acknowledged by the authors themselves, this finding provides indirect, not causal evidence for the irrelevance of neuromyth beliefs to teacher effectiveness. In a similar vein, Krammer et al (2021) recently reported that endorsing/rejecting neuromyth survey statements had no impact on pre-service teachers' academic grades. On the surface, this finding suggests that believing in neuromyths is irrelevant to prospective teacher effectiveness.…”

Section: Harmful Effects Of Neuromythsmentioning

confidence: 94%

Interventions to Dispel Neuromyths in Educational Settings—A Review

Rousseau

2021

Front. Psychol.

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Neuromyths are misconceptions about the brain and learning, for instance Tailoring instruction to students' preferred “learning styles” (e.g., visual, auditory, kinesthetic) promotes learning. Recent reviews indicate that the high prevalence of beliefs in neuromyths among educators did not decline over the past decade. Potential adverse effects of neuromyth beliefs on teaching practices prompted researchers to develop interventions to dispel these misconceptions in educational settings. This paper provides a critical review of current intervention approaches. The following questions are examined: Does neuroscience training protect against neuromyths? Are refutation-based interventions effective at dispelling neuromyths, and are corrective effects enduring in time? Why refutation-based interventions are not enough? Do reduced beliefs in neuromyths translate in the adoption of more evidence-based teaching practices? Are teacher professional development workshops and seminars on the neuroscience of learning effective at instilling neuroscience in the classroom? Challenges, issues, controversies, and research gaps in the field are highlighted, notably the so-called “backfire effect,” the social desirability bias, and the powerful intuitive thinking mode. Future directions are outlined.

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Section: Harmful Effects Of Neuromythsmentioning

confidence: 94%

Interventions to Dispel Neuromyths in Educational Settings—A Review

Rousseau

2021

Front. Psychol.

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“…There is plenty of evidence that even teachers with formal training believe some of these myths. 12 Despite the evidence suggesting otherwise, learning myths are also still present in research articles and presentations. Sometimes myths persist because people have difficulty judging what is true or false.…”

Section: Discussionmentioning

confidence: 99%

“…) 57 ( 11) 63 ( 14) 48 ( 21) 18 ( 12) 18 (12) 2 to 5 39 (49) 72 ( 12) 61 ( 12) 72 ( 12) 42 ( 23) 11 ( 16) 15 (13) 6 to 10 10 ( 13) 72 ( 15) 61 ( 12) 70 ( 14) 47 ( 11…”

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Evaluating Pharmacy Faculty’s Awareness of Teaching and Learning Myths and Misconceptions

Medina

Castleberry

Persky

2022

American Journal of Pharmaceutical Education

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Objective. To assess pharmacy faculty's knowledge of prominent and prevalent teaching and learning myths and misconceptions and evidence-based strategies prior to training. Methods. Participants completed a baseline assessment containing 16 true/false knowledge questions over teaching and learning misconceptions (10) and myths ( 6), one open-ended application question, and four participant demographic questions including years of experience in pharmacy academia, the focus of their institution (teaching or research), the number of education meetings attended, and if they had formal training in education. After completing the baseline assessment of the top 16 misconceptions and myths, faculty were trained on the top 10 evidence-based teaching and learning strategies. At session completion, faculty were provided the assessment answers and scored their original responses. Results. Results from the survey revealed that most responders (56%) had been in academics between one and 10 years and attended two to 10 education meetings (62%). The majority of participants worked at teaching-intensive universities (56%) and most had no formal training in teaching (65%). The average score on the assessment was 43% for the myths section versus 70% for the misconceptions section (p<.001). Faculty participants were overconfident in their predictions (Predicted = 74%, Actual = 60%). Faculty demographics did not influence the assessment scores. Conclusion. Pharmacy faculty may not know which teaching and learning strategies are evidence-based and which are myths or misconceptions. In addition, they are likely to be overconfident in their knowledge of this evidence. This provides opportunity for faculty development in these areas.

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“…Accordingly, although the provocation of the French philosopher (i.e., Meirieu), still feeds widespread neuroscepticism (see for example the Editorial, 2005 ; Bowers, 2016 ; Krammer et al, 2021 ), it finds some opposite positions and evidence in several recent studies that support the blending of neuroscience and education as an engine of knowledge (Thomas, 2019 ; Davidesco, 2020 ; Davidesco et al, 2021 ). According to this view, the knowledge of how the brain works and its anatomy could contribute to (i) the understanding of teaching-learning processes, and (ii) the identification of learning environments oriented to promote and support neuroplasticity and that could be facilitators of the learning process.…”

Section: Introducing the Teaching Brainmentioning

confidence: 99%