How do we move from perpetuating neuromyths to adopting evidence-based practices in education?

Abstract

The enthusiasm for cognitive neuroscience has been accompanied by the dissemination of neuromyths. Despite the large number of international publications on this topic, we found that the French literature was comparatively less extensive. Having said that, given the potential negative effects of neuromyths on teaching practices, we produced a summary based on several recent literature reviews. Our objectives are: (1) to identify this phenomenon in the light of international publications and to synthesize the results in French; (2) to identify the factors involved in the creation, dissemination, and maintenance of neuromyths within the educational community; (3) to propose concrete solutions aimed at professionals in the field. Future research prospects are also discussed.