Neuromyths in education-Facts and aspirations

Abstract

Background and Aims: Neuromyths are misconceptions that are based of the misunderstanding on brainrelated information and phenomena and neuroscientific evidence. These misconceptions are widespread in the education system and are often associated with so-called neuropedagogy theories, which may directly influence teaching practice. In the past twenty years, the prevalence of neuromyths, the factors that influence their presence and acceptance in the field of education and their effects on teaching methods have been the subject of increasing attention. Multiple studies have univocally shown that these myths are widespread among teachers as well as teacher candidates. Developmental programs and therapeutic approaches based on these myths are ineffective and thus require unnecessary expenditure of time and resources. The aims of our study are to highlight the significance of this phenomenon by reviewing the scientific background of three widespread educational neuromyths, and to provide a comprehensive description of the scientific evidence related to these neuromyths as well as future research directions. Methods: This article is a critical, narrative review of Hungarian and English scientific publications related to neuromyths, in particular the three most prevalent neuromyths. Results: We found hardly any Hungarian studies on educational neuromyths. However, an increasing number of international papers have been published on this topic, including the most prevalent educational neuromyths, which are related to: (1) learning styles, (2) hemispheric dominance, (3) interhemispheric integration. A main focus of these studies has been the influence of predictive and protective factors on the acceptance of neuromyths. Conclusion: Broadening the knowledge of teachers, trainee teachers and experts working in teachers' education in the field of evidence-based neuroscience seems to be of key importance in the fight against neuromyths. Up-To-date information on the brain and critical thinking required for the recognition of neuromyths are particularly important.