Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

The Scientific Method02:40

The Scientific Method

64.2K
Research is what makes the difference between facts and opinions. Facts are observable realities, and opinions are personal judgments, conclusions, or attitudes that may or may not be accurate. In the scientific community, facts can be established only using evidence collected through empirical research.
64.2K
Cognitive Learning01:21

Cognitive Learning

868
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
868
Role of Neurotransmitters in Memory01:23

Role of Neurotransmitters in Memory

2.1K
Neurotransmitters are integral to the brain's communication system, enabling neurons to transmit signals across synapses. This chemical exchange underpins various cognitive functions, including memory processes. The role of neurotransmitters in memory is multifaceted, influencing the encoding, consolidation, and retrieval of memories through their action on different neural circuits.
 Glutamate and Synaptic Plasticity
Glutamate, the brain's main excitatory neurotransmitter, is...
2.1K
Neuroplasticity01:01

Neuroplasticity

1.2K
Neuroplasticity reflects the brain's remarkable capacity to adapt and evolve, responding dynamically to learning, experiences, or injury by reorganizing its neural circuitry. This reorganization involves creating new neural connections and refining old ones through a series of biological processes that contribute to the brain's lifelong development and adaptability.
1.2K
False Memories01:18

False Memories

244
False memories represent a cognitive distortion in which individuals recall events that did not happen, or remember them in an altered form. This phenomenon highlights the brain's constructive nature in processing and recalling memories, emphasizing that memory is not a perfect representation of past events but rather a dynamic reconstruction influenced by various factors.
One primary source of false memories is misattribution, where individuals incorrectly associate external information...
244
Stereotype Threat and Self-fulfilling Prophecies02:09

Stereotype Threat and Self-fulfilling Prophecies

41.4K
When we hold a stereotype about a person, we have expectations that he or she will fulfill that stereotype. A self-fulfilling prophecy is an expectation held by a person that alters his or her behavior in a way that tends to make it true. When we hold stereotypes about a person, we tend to treat the person according to our expectations. This treatment can influence the person to act according to our stereotypic expectations, thus confirming our stereotypic beliefs. Research by Rosenthal and...
41.4K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

A data-informed multidimensional composite score for stress assessment.

Acta psychologica·2026
Same author

Quantifying Upper Limb Movement During Naturalistic Driving: A Clinically Informed Ecological Approach.

Sensors (Basel, Switzerland)·2026
Same author

Do fear avoidance beliefs increase persistent postconcussion symptoms? An experimental vignette study.

Journal of clinical and experimental neuropsychology·2026
Same author

Effects of Smartphone Use on Sleep and Mental Health in Young Adults: Going Beyond Self-Report.

Depression and anxiety·2025
Same author

Medicolegal consequences of doctors accepting bequests and gifts under a patient's will.

The Medical journal of Australia·2025
Same author

Predictive biomarkers of performance under stress: a two-phase study protocol to develop a wearable monitoring system.

BMJ open sport & exercise medicine·2025

Related Experiment Video

Updated: Nov 26, 2025

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

8.8K

Why do teachers believe educational neuromyths?

Brenda Hughes1, Karen A Sullivan2, Linda Gilmore3

  • 1School of Psychology and Counselling, Queensland University of Technology, Australia.

Trends in Neuroscience and Education
|December 11, 2020
PubMed
Summary
This summary is machine-generated.

Many teachers believe in neuromyths despite high factual knowledge. These misconceptions impact classroom practices, highlighting a need for better neuroscience education partnerships to support teachers and improve learner outcomes.

Keywords:
BrainEducationLearningNeuromythsNeuroscienceStudentsTeaching

More Related Videos

Employing Transcranial Magnetic Stimulation in a Resource Limited Environment to Establish Brain-Behavior Relationships
06:05

Employing Transcranial Magnetic Stimulation in a Resource Limited Environment to Establish Brain-Behavior Relationships

Published on: April 20, 2022

2.1K
Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
13:57

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Published on: July 1, 2015

12.9K

Related Experiment Videos

Last Updated: Nov 26, 2025

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

8.8K
Employing Transcranial Magnetic Stimulation in a Resource Limited Environment to Establish Brain-Behavior Relationships
06:05

Employing Transcranial Magnetic Stimulation in a Resource Limited Environment to Establish Brain-Behavior Relationships

Published on: April 20, 2022

2.1K
Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
13:57

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Published on: July 1, 2015

12.9K

Area of Science:

  • Educational Neuroscience
  • Cognitive Psychology

Background:

  • Understanding teacher beliefs about brain function is crucial.
  • The prevalence and impact of neuromyths in education remain unclear.

Purpose of the Study:

  • To investigate whether qualified teachers believe in neuromyths.
  • To assess the confidence teachers have in their beliefs.
  • To examine the influence of these beliefs on teaching practices and learner outcomes.

Main Methods:

  • A standardized survey was administered to 228 practicing teachers.
  • Teachers responded to statements about the brain, identifying factual and fictional (neuromyth) claims.
  • Beliefs, confidence in beliefs, and reported application of knowledge were assessed.

Main Results:

  • While factual neuroscience knowledge was generally high, seven common neuromyths were endorsed by over 50% of teachers.
  • Teachers who believed in neuromyths reported higher confidence in their answers compared to those who correctly identified them.
  • Evidence suggests that prevalent neuromyths are being integrated into classroom instruction.

Conclusions:

  • Australian teachers, similar to international counterparts, possess some neuroscience awareness but are vulnerable to neuromyths.
  • Enhanced collaboration between teachers and neuroscientists is recommended to differentiate between brain facts and fictions.
  • The study identified psychometric limitations in common neuromyth assessment tools, indicating a need for refinement in future research.