Possessing greater general knowledge about the brain does not appear to protect teachers from believing in “neuromyths” – misconceptions about neuroscience research in education.
A study in Frontiers in Psychology found that teachers who are interested in the application of neuroscience findings in the classroom find it difficult to distinguish pseudoscience from scientific facts. Researchers tested 242 teachers in the UK and the Netherlands with an interest in the neuroscience of learning, using an online survey with 32 statements about the brain and its influence on learning, of which 15 were neuromyths.
On average, the teachers believed 49 per cent of the neuromyths, particularly those related to commercialised education programmes like Brain Gym. One of the most commonly believed myths was that “Individuals learn better when they receive information in their preferred learning style (eg, auditory, visual, kinesthetic)”, which was said to be correct by over 80 per cent of teachers in the study.
Although loosely based on scientific fact, these neuromyths may have adverse effects on educational practice. The researchers conclude that there is a need for better interdisciplinary communication to reduce misunderstandings and create successful collaborations between neuroscience and education.