Prevalence, Predictors and Sources of Information Regarding Neuromyths in an Australian Cohort of Preservice Teachers
Mark Carter, Penny Van Bergen, Jennifer Stephenson, Carol Newall, Naomi Sweller
Abstract
The term neuromyths refers to misconceptions about learning and the brain. Educator neuromyths may result in inappropriate instruction, labelling of learners, and wasted resources. To date, little research has considered the sources of these beliefs. We surveyed 1359 Australian preservice educators (M = 22.7, SD = 5.7 years) about their sources of information for 15 neuromyth and 17 general brain knowledge statements. Consistent with previous studies, neuromyth beliefs were prevalent. Predictors of neuromyth accuracy included general brain knowledge and completion of university classes addressing neuromyths, although effects were modest. Depending on the belief, participants relied on general knowledge, academic staff, school staff, and popular media. Recommendations for teacher education are presented.