Interventions to Dispel Neuromyths in Educational Settings-A Review

Early childhood educators' use of neuroscience: Knowledge, attitudes, self-efficacy and professional learning

BACKGROUND

Knowledge of early brain development is increasingly important in early childhood education, but no studies have focussed solely on the neuroscience knowledge and attitudes of early childhood educators.

METHODS

524 Australian early childhood educators completed a survey measuring their neuroscience knowledge, attitudes, and self-efficacy, sources of knowledge, and perspectives on training needs.

RESULTS

Although educators held relevant understandings, there was widespread belief in 'neuromyths'. Participants held strong positive attitudes toward neuroscience regardless of their socio-demographic background. Participants who held a Bachelor degree or higher, and those in a leadership position, had higher neuro-literacy and self-efficacy. Less than a quarter reported receiving adequate neuroscience content in their pre-service training.

CONCLUSION

While there is a policy mandate and positive attitudes toward using neuroscience in early childhood education, the sector is currently hampered by limited pre-service training content, and inadequate in-service professional learning. Further transdisciplinary work is required to address these gaps.

Mitigating Health and Science Misinformation: A Scoping Review of Literature from 2017 to 2022

Literature on how to address misinformation has rapidly expanded in recent years. The aim of this scoping review was to synthesize the growing published literature on health and science misinformation mitigation interventions. English-language articles published from January 2017 to July 2022 were included. After title/abstract screening, 115 publications (148 empirical studies) met inclusion criteria and were coded for sample characteristics, topics, mitigation strategies, research methods, outcomes, and intervention efficacy. A marked increase in misinformation mitigation research was observed in 2020-2022. COVID-19, vaccines, and climate change were the most frequently addressed topics. Most studies used general population samples recruited online; few focused on populations most vulnerable to misinformation. Most studies assessed cognitive outcomes (e.g., knowledge), with fewer assessing health behavior, communication behavior, or skills. Correction (k = 97) was the most used misinformation mitigation strategy, followed by education and other literacy initiatives (k = 39) and prebunking/inoculation (k = 24). Intervention efficacy varied, with 76 studies reporting positive, 17 reporting null, and 68 reporting mixed results. Most misinformation mitigation interventions were limited to short-term online experiments focused on improving cognitive outcomes. Priority research areas going forward include expanding and diversifying study samples, scaling interventions, conducting longitudinal observations, and focusing on communities susceptible to misinformation.

The Effect of Correcting Neuromyths on Students' and Teachers' Later Reasoning

Students and educators sometimes hold beliefs about intelligence and learning that lack scientific support, often called neuromyths. Neuromyths can be problematic, so it is important to find methods to correct them. Previous findings demonstrate that textual refutations are effective for correcting neuromyths. However, even after correction, erroneous information may continue to influence reasoning. In three experiments, we investigated whether feedback could be used to update students' and educators' beliefs and influence their reasoning about neuromyths. Across all experiments, the results showed that both students and educators held erroneous beliefs about learning and memory that could be updated after receiving feedback. Feedback also increased students', but not teachers', reasoning accuracy. The results demonstrate that feedback can be used to update beliefs in neuromyths, but these beliefs may influence reasoning even after correction.

False Beliefs about Mathematics in Spanish Pre-Service Teachers and Relations with Math Anxiety

Teachers may hold beliefs about how students learn mathematics and about the subject itself. However, some of these beliefs, often referred to as "math myths", may be oversimplified ideas that appear valid but lack solid scientific evidence. This study was aimed to investigate the prevalence of math myths among Spanish pre-service teachers and compare it with the degree of support for these myths reported in previous studies; investigate the possible underlying structure of a set of false beliefs about math; and determine the relationships of certain math misconceptions with math anxiety. A total of 212 Spanish pre-service teachers were administered questionnaires about math myths and about general and math anxiety. The results showed prevalence patterns of each math misconception similar to those in previous studies. False beliefs about math showed weak or negligible correlations with each other and did not exhibit a discernible underlying structure. Furthermore, math anxiety was related to the belief that some individuals are perceived to possess a "math mind" while others do not. Our results suggest diverse origins for the development of different math myths, rather than the myths being the consequence of a single underlying factor. Finally, the endorsement of certain beliefs about who can do mathematics may contribute to negative emotions towards mathematics.

Neuroscience literacy in educators' training programs in Asia: A call to action

The center of learning is the brain and the disciplinary science that examines its structure and functioning, and the nervous system as a whole, is called neuroscience. The assimilation of essential neuroscience-related content by educational systems has gained global interest, given the relevance of learning to education. Recognizing the significance of frontline workers, several governmental agencies and educational institutions have launched initiatives to foster the inclusion of neuroscience literacy in educators' training programs. Their success, however, has depended on collaborative efforts among educators, researchers, and other educational stakeholders, and the process has involved considerable debate. Here, we aim to articulate a rationale to promote neuroscience literacy for educators. In doing so, we revisit prior arguments on the importance of training educators and build up on other reasons to advocate for this kind of endeavor considering cutting-edge research. Following this, we discuss critical elements to advance neuroscience literacy for educators and examine the most important challenges to execute successful initiatives. Finally, we appraise the significance for Asia, reviewing the scholarly literature on educators' prior experiences, and highlight the case of Singapore as an exemplar initiative that catalizes human capital, infrastructure, and strategies to advance neuroscience literacy. We conclude by arguing that governmental agencies and educational institutions should strengthen their efforts to accommodate their programmatic plans and agendas to embrace neuroscience literacy in educators' training programs. This global trend has arrived to stay.

Neuromyths about neurodevelopmental disorders in Chilean teachers

Misconceptions about how the brain works (neuromyths) are shown to be common among educators, but little is known about neurodevelopmental disorders (NDDs) neuromyths. Here, we explored the prevalence of both general and neurodevelopmental disorders neuromyths in Chilean teachers and other educational professionals. One hundred forty-four participants answered an online neuroscience knowledge, interest, and training questionnaire. Regression analysis showed that both teachers and non-teachers endorsed more neuromyths related to NDDs compared to general neuromyths and that familiarity with the NDDs but not necessarily neuroscience training or interest plays an important role in the endorsement of these neuromyths. The findings indicate that dyscalculia is the least known neurodevelopmental disorder. Although inclusion politics demand training for all educational actors, the current findings suggest effective translational efforts between neuroscience and education fields should continue.

A rationale for promoting cognitive science in teacher education: Deconstructing prevailing learning myths and advancing research-based practices

PURPOSE

Cognitive science is essential to designing, implementing, and evaluating instruction for enhancing student learning. However, there may not be sufficient focus on the principles of cognitive science, as some educators hold learning beliefs that may be considered cognitive myths.

PROCEDURES

This review article analyzes examples of five learning myths (learning styles, pure discovery learning, digital natives, extrinsic motivation, multitasking) and five research-based learning strategies (dual coding, direct instruction, summarization, retrieval practice, spacing). It details the research evidence for each to explain those misconceptions of learning and also those underutilized or misunderstood but effective strategies shown to benefit student learning.

CONCLUSION

Educational practices related to learning myths are widespread in education with potentially detrimental effects on student learning. We recommend that colleges of education be restructured to ensure greater emphasis on cognitive science in educator preparation programs to better promote research-based instructional strategies to meet students' learning needs.

Why multiple intelligences theory is a neuromyth

A neuromyth is a commonly accepted but unscientific claim about brain function. Many researchers have claimed Howard Gardner's multiple intelligences (MI) theory is a neuromyth because they have seen no evidence supporting his proposal for independent brain-based intelligences for different types of cognitive abilities. Although Gardner has made claims that there are dedicated neural networks or modules for each of the intelligences, nonetheless Gardner has stated his theory could not be a neuromyth because he never claimed it was a neurological theory. This paper explains the lack of evidence to support MI theory. Most important, no researcher has directly looked for a brain basis for the intelligences. Moreover, factor studies have not shown the intelligences to be independent, and studies of MI teaching effects have not explored alternate causes for positive effects and have not been conducted by standard scientific methods. Gardner's MI theory was not a neuromyth initially because it was based on theories of the 1980s of brain modularity for cognition, and few researchers then were concerned by the lack of validating brain studies. However, in the past 40 years neuroscience research has shown that the brain is not organized in separate modules dedicated to specific forms of cognition. Despite the lack of empirical support for Gardner's theory, MI teaching strategies are widely used in classrooms all over the world. Crucially, belief in MI and use of MI in the classroom limit the effort to find evidence-based teaching methods. Studies of possible interventions to try to change student and teacher belief in neuromyths are currently being undertaken. Intervention results are variable: One research group found that teachers who knew more about the brain still believed education neuromyths. Teachers need to learn to detect and reject neuromyths. Widespread belief in a neuromyth does not make a theory legitimate. Theories must be based on sound empirical evidence. It is now time for MI theory to be rejected, once and for all, and for educators to turn to evidence-based teaching strategies.

Developing a virtual laboratory module for forensic science degree programmes

Laboratory work is essential in forensic science degree courses. They provide students with an opportunity to put theory into practice, as well as develop relevant professional laboratory skills through a case-based learning framework. Traditional laboratory instruction involves the use of a written laboratory script or manual that details the laboratory procedures and techniques for an experiment. Occasionally, instructors may provide a brief in-person demonstration of a critical aspect of the experimental procedure during the session. Since the coronavirus pandemic, the use of virtual laboratory (vLab) resources, such as video demonstrations, in teaching science practical skills has increased. These resources may be used alone or in combination with in-person laboratory sessions in a flipped learning model. Previous research has shown that vLab resources could enhance students' knowledge, confidence, and experience inside the laboratory. This study aimed to explore the perceptions and attitudes of forensic science students toward the use of a vLab module. Three videos were created in which procedures for carrying out presumptive tests, screening exhibits, and recording examinations were demonstrated. Seven undergraduate students enrolled at different stages of a forensic science degree programme were introduced to the vLab module and interviewed using a semi-structured interview approach. Through a thematic synthesis of the interview transcripts, we found that the implementation of an inclusive vLab module could enhance students' knowledge, confidence, and independence in carrying out forensic science laboratory procedures.

Prevalence of neuromyths among psychology students: small differences to pre-service teachers

Neuroscience will possibly aid the educational practice but neuromyths are prevalent worldwide. Certain misconceptions about learning, memory and the brain are prevalent in different groups and hard to dispel. Bridging the gap might be too far. However, Psychology may serve as a bridge between these distant fields. The present study examined neuromyth endorsement in psychology students. An online questionnaire based on 20 neuromyths and 20 neurofacts was used. Additionally, neuroscience exposure at university and media exposure was assessed. The sample consisted of psychology students (N = 116) in Austria and was compared to a teacher-training sample. The different groups were compared using Signal Detection Theory, Chi-square test, non-parametric correlation analyses, and independent sample t-test. No correlation between neuroscience exposure at university and leisure time for psychology students at the beginning of their studies could be found. Here, the same misconceptions were among the most prevalent-compared to the teacher-training students sample. Results show significant difference between the groups on discrimination ability and response bias. Although psychology students share the same most prevalent misconceptions, they differ significantly in their amount of agreement. The reported study reveals a better discernment ability and lower response bias on neuromyths in the Psychology students' sample. On the individual item level, they performed better at rejecting some neuromyths than pre-service teachers. In conclusion, some neuroscience and pedagogical psychology training improves the ability to discriminate between true and false statements. Therefore, directly addressing these misconceptions within the study program-Teacher Training and Psychology-could reduce neuromyth endorsement.

Tenacious educational neuromyths: Prevalence among teachers and an intervention

BACKGROUND

Several studies have revealed a common high prevalence of educational neuromyths among teachers from different countries. However, only one intervention aimed at reducing these beliefs among in-service teachers has been reported to date, and it was conducted in a non-naturalistic setting.

PROCEDURE

In the present study, we administered a survey to measure the prevalence of common neuromyths in a large sample (n = 807) of primary and secondary teachers from 203 schools across Catalonia (Spain), and then we evaluated the impact that a 15-hour online course on neuroscience had on a sample of them as compared to a control group.

MAIN FINDINGS

Results showed an initial distribution of neuromyth beliefs similar to those of previous studies and a large effect of the intervention on reducing their prevalence shortly after the training and in the long term.

CONCLUSIONS

These findings provide evidence that an intervention addressed to in-service teachers that is low-cost and easy to implement can cast corrective effects that persist over time in neuromyth beliefs.

Effect of a Science of Learning Course on Beliefs in Neuromyths and Neuroscience Literacy

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.

Unveiling teachers' beliefs on visual cognition and learning styles of deaf and hard of hearing students: A Portuguese-Swedish study

Vision is considered a privileged sensory channel for deaf and hard of hearing (DHH) students to learn, and, naturally, they recognize themselves as visual learners. This assumption also seems widespread among schoolteachers, which led us to analyse the intersection between teachers' beliefs on deaf and hard of hearing students' academic achievement, visual skills, attentional difficulties, and the perceived importance of image display in class. An online survey was designed to analyse the beliefs of the schoolteachers about the deaf and hard of hearing students learning in educational settings from Portugal and Sweden. Participated 133 teachers, 70 Portuguese and 63 Swedish, from the preschool to the end of mandatory education (ages 3-18) with several years of experience. The content analysis and the computed SPSS statistical significance tests reveal that surveyed teachers believe that deaf and hard of hearing students have better visual skills when compared with their hearing peers yet show divergent beliefs about visual attentional processes. Within the teachers' perceptions on learning barriers to DHH students, the distractibility and cognitive effort factors were highlighted, among communicational difficulties in class. Conclusions about the prevalence of learning misconceptions in teachers from both countries analysed, corroborate previous studies on neuromyths in education, and bring novelty to Deaf Education field. The work of translation of scientific knowledge, teacher training updating, and partnership between researchers and educators are also urgently needed in special education.