ArticleBrain sciences2022
Effect of a Science of Learning Course on Beliefs in Neuromyths and Neuroscience Literacy.
Article in Brain sciences, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
7 citing papers in PubMed, 27 citations in OpenAlex.
- Exploratory study of protective factors against belief in neuromyths in in-service teachers at Brazilian vocational-technical high school.BMC medical education · 2026Article
- Perceptions and interest in applied educational neuroscience: a diagnostic study of Brazilian teachers.Frontiers in psychology · 2026Article
- Educational neuromyths in higher education: beliefs about the brain and learning among university faculty members.Frontiers in psychology · 2026Article
- Mapping perceived training gaps in educational neuroscience among Brazilian teachers.Frontiers in psychology · 2026Article
- The Prevalence of Educational Neuromyths among Hungarian Pre-Service Teachers.Journal of Intelligence · 2023Article
- Neuromyths and knowledge about intellectual giftedness in a highly educated multilingual country.Frontiers in psychology · 2023Article
- Empirical model of teachers' neuroplasticity knowledge, mindset, and epistemological belief system.Frontiers in psychology · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors at 1 institution in 1 country.
Funding
Abstract
Misconceptions about the brain (neuromyths) among educators have been found across different countries, but little has been done to dispel them. The present study assessed the effect of a one-year Science of Learning (SoL) course on neuroscience literacy and beliefs in neuromyths in a sample of Chilean pre-service teachers. An experimental group of pre-service teachers, who took the SoL course as part of their university training, and a control group were needed for the study. Participants in both groups completed an online survey three times during the year (beginning, middle and end of year). The results showed that participants in both groups responded correctly to most assertions but held major misconceptions about the brain (Time 1), in line with previous studies. Regarding neuroscience literacy, participants in the experimental and control groups did not differ significantly at Time 1, but the experimental group showed significantly better performance than the control group at Time 2 and Time 3. Unlike neuroscience literacy, the results in neuromyth beliefs did not differ significantly by group at Time 1 and Time 2; however, at Time 3, the experimental group showed a significant decline in neuromyth beliefs. Overall, these results suggest that the SoL course significantly improved overall neuroscience literacy and reduced neuromyth belief among pre-service teachers, but the effect of the intervention was small.
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What OpenQuestion holds
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.