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Pre-service Science Teachers' Neuroscience Literacy: Neuromyths and a Professional Understanding of Learning and
Finja Grospietsch1, Jürgen Mayer1
1Department of Biology Education, University of Kassel, Kassel, Germany.
Frontiers in Human Neuroscience
|March 21, 2019
Summary
Many teachers hold neuroscience misconceptions, or neuromyths, despite scientific education. These neuromyths, like learning styles and Brain Gym, persist and resist change, highlighting the need for targeted teacher training in neuroscience literacy.
Area of Science:
- Neuroscience
- Educational Psychology
- Teacher Education
Background:
- Transferring neuroscience research to classroom learning is challenging.
- Teachers often adopt neuromyths instead of scientific findings.
- Neuroscience literacy is crucial for effective teaching of learning and memory.
Purpose of the Study:
- To investigate neuromyth prevalence among German pre-service science teachers.
- To assess the relationship between scientific knowledge and neuromyth beliefs.
- To inform teacher education programs on addressing misconceptions.
Main Methods:
- Survey of 550 pre-service science teachers.
- Assessment of beliefs in neuromyths and scientific concepts of learning and memory.
- Analysis of neuromyth endorsement across different stages of teacher education.
Main Results:
- Scientific concepts improved during training, but neuromyth beliefs remained high and independent of training status.
- 10 neuromyths were endorsed by over 50% of participants, notably learning styles (93%) and Brain Gym (92%).
- Neuromyth endorsement persisted even with parallel scientific understanding, indicating resistance to formal education.
Conclusions:
- Neuromyths are change-resistant misconceptions that coexist with scientific knowledge.
- Current teacher education may be insufficient to counteract neuromyths.
- New programs and collaboration between educators and neuroscientists are needed to enhance neuroscience literacy and combat neuromyths.