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Updated: Nov 26, 2025

Perspectives on Neuroscience
Published on: July 31, 2007
Preservice teachers' neuroscience literacy and perceptions of neuroscience in education: Implications for teacher
Fiona N Y Ching1, Winnie W M So2, Sing Kai Lo3
1Department of Educational Psychology, Faculty of Education, The Chinese University of Hong Kong.
Background:
Owing to the prevalence of neuromyths in education, there has been a call for more teacher training in neuroscience. However, neuroscience is rarely featured in teacher education. This study investigated the neuroscience literacy and perceptions of neuroscience in education among preservice teachers in order to inform future development of initial teacher education.
Method:
Neuroscience literacy of 968 preservice teachers and their perceptions towards applying neuroscience in education were examined using survey items adapted from studies addressing similar constructs. Rasch item response theory and classical test theory techniques were employed for data analysis.
Results:
Most of the preservice teachers had limited brain knowledge and subscribed to many common neuromyths but were positive towards applying neuroscience in education. General brain knowledge was the only predictor for ability to identify neuromyths (β = .564).
Conclusion:
Neuroscience knowledge can help safeguard preservice teachers against neuromyths. Neuroscience training deserves a place in teacher education.
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