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In-service teachers' neuroscience literacy in Hungary: A large-scale cross-sectional study
Tamás Csányi1, Katalin Kälbli2, Mónika Kaj3
1Department of Physical Education Theory and Methodology, Hungarian University of Sports Science, H-1123 Budapest, Hungary; Department of Physical Education, Faculty of Primary and Pre-School Education, ELTE, Eötvös Loránd University, H-1126 Budapest, Hungary; MTA-ELTE Psychomotor Development Research Group.
Background:
This is the first study that assesses neuroliteracy, namely the prevalence of neuromyths (NMs) and general knowledge about the brain (GKAB) among Hungarian in-service teachers.
Method:
Participants (n = 734) completed an online survey, adapted from a widely used neuroliteracy questionnaire. A scoping review was conducted for international comparison. Associations between prevalence of NMs and predictor factors were analyzed by logistic regression.
Results:
The NM error score was 59.7 %, while the correct response score to GKAB was 77.1 %. Compared with other countries, we found the fifth highest level of NM endorsement, but the third most favorable score in GKAB. Acceptance of NMs was significantly associated with reading scientific journals and perceived neuroliteracy.
Conclusion:
Hungarian in-service teachers are more likely to believe in neuromyths (especially those related to motor functions) compared with most other countries. Further studies should investigate the impact of the prevalence of motor therapies on the belief in NMs.
