Neuromyths in Education: Prevalence among Spanish Teachers and an Exploration of Cross-Cultural Variation

Abstract

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, previous studies have explored the prevalence of neuromyths in different countries. In the present study we extend this applied research by gathering data from a new sample of Spanish teachers and by meta-analyzing all the evidence available so far. Our results show that some of the most popular neuromyths identified in previous studies are also endorsed by Spanish teachers. The meta-analytic synthesis of these data and previous research confirms that the popularity of some neuromyths is remarkably consistent across countries, although we also note peculiarities and exceptions with important implications for the development of effective interventions. In light of the increasing popularity of pseudoscientific practices in schools worldwide, we suggest a set of interventions to address misconceptions about the brain and education.

Assessment of Educational Neuromyths among Teachers and Teacher Candidates

“…In general, these results are similar to the study, where the teachers believe in more than 50% of the neuromyths, carried out by Dekker et al (2012) on English and Dutch teachers, due to 70% correct answer rate in the field of brain knowledge. In addition, the use of only 10% of the brain by Rato, Castro-Caldas and Abreu (2013), Howard-Jones (2014), Karakus, Howard-Jones and Jay (2014), Ferrero, Garaizar and Vadillo (2016), is also similar to the results of the neuromyth samples such as multiple intelligence, learning style differences, and learners according to the dominance of right and left hemispheres of the brain. In the study they carried out on the English teachers working in USA and Canada, Lethaby and Harries (2016) reported the conclusion that while neuromyths are decreased, they also continue to exist.…”

“…The results obtained in Ferrero, Garaizar and Vadillo (2016) showed that Spanish teachers believed a considerable number of the neuromyths. Specifically, from a total of 12 neuromyths presented, five were believed by more than 50% of the educators.…”

Neuromyths and Their Origin Among Teachers in Quebec

“…For instance, a frequent neuromyth is that learning can be improved by adapting teaching to specific learning styles such as visual, auditory, or kinesthetic, which is not supported by research (Pashler, McDaniel, Rohrer, & Bjork, ). Studies on the prevalence of some neuromyths have demonstrated that they are widespread among teachers in many countries (Dekker et al, ; Ferrero, Garaizar, & Vadillo, ; Howard‐Jones, ; Tardif, Doudin, & Meylan, ). In fact, some neuromyths show a prevalence above 90% in countries such as the United Kingdom, Netherlands, Turkey, Greece, and China (Dekker et al, ; Howard‐Jones, ).…”

“…Because neuromyths are likely to influence teachers' educational choices, they may encourage school communities to invest considerable resources to implement teaching practices in the classroom that have not been scientifically validated (Dekker et al, ; Ferrero et al, ; Howard‐Jones, ; Pasquinelli, ). Thus, neuromyths could prevent teachers from adopting effective teaching practices recognized by research (Pasquinelli, ).…”

Components of cultural complexity relating to emotions: A conceptual framework

“…Research in educational psychology (Ferrero, Garaizar, & Vadillo, 2016;Wong, King, & Pomeranz, 2016), personality psychology (Klasios, 2016;Park, Uchida, & Kitayama, 2016;Trnka & Cabelkova, 2016;Vignoles et al, 2016) and developmental psychology (Cheung & Elliott, 2016;Jackson, Raval, Bendikas-King, Raval, & Trivedi, 2016) has shown how various cultures shape self-construals, selfhood, beliefs or the parent-child boundary. Previous research also revealed some cultural variations in the ways people experience and express emotions.…”