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The Prevalence of Educational Neuromyths Among Pre‐Service Special Education Teachers

The Prevalence of Educational Neuromyths Among Pre‐Service Special Education Teachers Educational neuromyths are commonly accepted, erroneous beliefs based on misunderstandings of neuroscience that contribute to pseudoscientific practice within education. We examined the beliefs and perspectives of special education pre‐service teachers related to educational neuromyths and corresponding instructional practices using a mixed‐methods design. Data from survey (n = 129) and interview participants (n = 6) indicate misperceptions of neuromyths and gaps in general knowledge of the brain, learning, and behavior. Participants who accurately identified neuromyths indicated they were more likely to implement effective instructional practices, and findings indicated a small, positive correlation between education coursework and accurate identification of neuromyths. Qualitative findings suggest participants are confused by the terminology surrounding educational neuromyths and do not know how to identify pseudoscientific neuromyth‐based practices. Recommendations for addressing the proliferation of neuromyths are provided. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Mind, Brain, and Education Wiley

The Prevalence of Educational Neuromyths Among Pre‐Service Special Education Teachers

Ruhaak, Amy E.; Cook, Bryan G.
Mind, Brain, and Education , Volume 12 (3) – Sep 1, 2018
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Publisher
Wiley
Copyright
"Journal Compilation © 2019 International Mind, Brain, and Education Society and Blackwell Publishing, Inc."
ISSN
1751-2271
eISSN
1751-228X
DOI
10.1111/mbe.12181
Publisher site
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Abstract

Educational neuromyths are commonly accepted, erroneous beliefs based on misunderstandings of neuroscience that contribute to pseudoscientific practice within education. We examined the beliefs and perspectives of special education pre‐service teachers related to educational neuromyths and corresponding instructional practices using a mixed‐methods design. Data from survey (n = 129) and interview participants (n = 6) indicate misperceptions of neuromyths and gaps in general knowledge of the brain, learning, and behavior. Participants who accurately identified neuromyths indicated they were more likely to implement effective instructional practices, and findings indicated a small, positive correlation between education coursework and accurate identification of neuromyths. Qualitative findings suggest participants are confused by the terminology surrounding educational neuromyths and do not know how to identify pseudoscientific neuromyth‐based practices. Recommendations for addressing the proliferation of neuromyths are provided.

Journal

Mind, Brain, and Education – Wiley

Published: Sep 1, 2018

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