ERIC Number: EJ1203753
Record Type: Journal
Publication Date: 2018-Sep
Abstractor: As Provided
The Prevalence of Educational Neuromyths among Pre-Service Special Education Teachers
Ruhaak, Amy E.; Cook, Bryan G.
Mind, Brain, and Education, v12 n3 p155-161 Sep 2018
Educational neuromyths are commonly accepted, erroneous beliefs based on misunderstandings of neuroscience that contribute to pseudoscientific practice within education. We examined the beliefs and perspectives of special education pre-service teachers related to educational neuromyths and corresponding instructional practices using a mixed-methods design. Data from survey (n = 129) and interview participants (n = 6) indicate misperceptions of neuromyths and gaps in general knowledge of the brain, learning, and behavior. Participants who accurately identified neuromyths indicated they were more likely to implement effective instructional practices, and findings indicated a small, positive correlation between education coursework and accurate identification of neuromyths. Qualitative findings suggest participants are confused by the terminology surrounding educational neuromyths and do not know how to identify pseudoscientific neuromyth-based practices. Recommendations for addressing the proliferation of neuromyths are provided.
Descriptors: Incidence, Misconceptions, Preservice Teachers, Teaching Methods, Student Attitudes, Brain Hemisphere Functions, Correlation, Identification, Neurosciences, Preservice Teacher Education, Special Education Teachers, Educational Practices
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A