ArticleFrontiers in psychology2018
On the Irrelevance of Neuromyths to Teacher Effectiveness: Comparing Neuro-Literacy Levels Amongst Award-Winning and Non-award Winning Teachers.
Article in Frontiers in psychology, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers, 1 of them a synthesis that pooled it.
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Who cites it
14 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The Persistence of Neuromyths in the Educational Settings: A Systematic Review.Frontiers in psychology · 2020Pooled it
- From neuromyths to neuroscience literacy: a cross-domain study of brain misconceptions among educators in Chilean special schools.Frontiers in psychology · 2026Article
- Neuroscience Literacy and Academic Outcomes: Insights from a University Student Population.Brain sciences · 2025Article
- The Effect of Correcting Neuromyths on Students' and Teachers' Later Reasoning.Journal of Intelligence · 2024Article
- False Beliefs about Mathematics in Spanish Pre-Service Teachers and Relations with Math Anxiety.European journal of investigation in health, psychology and education · 2024Article
- Why educators endorse a neuromyth: relationships among educational priorities, beliefs about learning styles, and instructional decisions.Frontiers in psychology · 2024Article
- Neuroscience literacy in educators' training programs in Asia: A call to action.IBRO neuroscience reports · 2023Article
- How essentialist reasoning about language acquisition relates to educational myths and policy endorsements.Cognitive research: principles and implications · 2023Article
- Neuromyths and knowledge about intellectual giftedness in a highly educated multilingual country.Frontiers in psychology · 2023Article
- Prevalence of neuromyths among psychology students: small differences to pre-service teachers.Frontiers in psychology · 2023Article
- Effect of a Science of Learning Course on Beliefs in Neuromyths and Neuroscience Literacy.Brain sciences · 2022Article
- On Neuroeducation: Why and How to Improve Neuroscientific Literacy in Educational Professionals.Frontiers in psychology · 2021Review
- Interventions to Dispel Neuromyths in Educational Settings-A Review.Frontiers in psychology · 2021Article
- Pre-service Science Teachers' Neuroscience Literacy: Neuromyths and a Professional Understanding of Learning and Memory.Frontiers in human neuroscience · 2019Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
A number of studies have recently demonstrated a high level of belief in 'neuromyths' (fallacious arguments about the brain) amongst trainee and non-award winning educators. The authors of these studies infer this to mean that acceptance of these neuromyths has a negative impact on teaching effectiveness. In this study, we explored this assumption by assessing the prevalence of neuromyth acceptance amongst a group of internationally recognized, award-winning teachers and comparing this to previously published data with trainee and non-award winning teacher populations. Results revealed the acceptance of neuromyths to be nearly identical between these two groups, with the only difference occurring on 2 (out of 15) items. These findings suggest that one cannot make simple, unqualified arguments concerning the relationship between belief in neuromyths and teacher effectiveness. In fact, the idea that neuromyths negatively impact upon teaching might, itself, be a neuromyth.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.