Neuromyths are distorted ideas from neuroscience about the brain and learning. This critical review synthesized data from nine educational neuromyth studies that: (a) used a specific established measure, (b) were published in English, and (c) sampled qualified (in-service) teachers. The total sample comprised 5,259 teachers from 16 countries on…

This descriptive study aimed to investigate neuromyth prevalence among English language teachers. Data were collected through a digital questionnaire administered to 114 English teachers in Istanbul, Turkey, with the mediation of the Ministry of National Education (MoNE). Most participants were female secondary school teachers working at public…

The term neuromyths refers to misconceptions about learning and the brain. Educator neuromyths may result in inappropriate instruction, labelling of learners, and wasted resources. To date, little research has considered the sources of these beliefs. We surveyed 1359 Australian preservice educators (M = 22.7, SD = 5.7 years) about their sources of…

Previous studies have revealed that "neuromyths," which are misconceptions about the brain, show a high prevalence among teachers in different countries. However, little is known about the origin of these ideas; that is to say, the sources that may influence their presence among teachers. This research aims to identify the prevalence of…

Background: Teachers' conceptions and misconceptions about neuroscience are crucial in establishing a proper dialogue between neuroscience and education. In recent years, studies in different countries have examined primary and secondary school teachers' conceptions. However, although preschool education has proved its importance to later academic…

Neuroscientific knowledge has undeniably gained interest among educators worldwide. However, not all "brain facts" believed by teachers are supported by science. This study sought to evaluate the belief in these so-called "neuromyths" among 3,451 Latin American teachers. We found that, consistent with prior research among…

Scientific concepts of learning and the brain are relevant for biology teachers in two ways: Firstly, the topic is an object of instruction (e.g., long-term potentiation). Secondly, biology teachers must guide their students towards sustainable learning. Consequently, their own understanding of learning and the brain has an especially far-reaching…

The purpose of this study was to investigate the effect of Herrmann Whole Brain Teaching Method over conventional teaching method on eight graders in their understanding of simple electric circuits in Jordan. Participants (N = 273 students; M = 139, F = 134) were randomly selected from Bani Kenanah region-North of Jordan and randomly assigned to…

This paper critically examines the application of research into cognitive neuroscience to educational contexts. It first considers recent warnings from within the neuroscientific community itself about the limitations of current neuroscientific knowledge and the urgent need to dispel popular "neuromyths" which have become accepted in…

The 11th International Conference on Educational Data Mining (EDM 2018) is held under the auspices of the International Educational Data Mining Society at the Templeton Landing in Buffalo, New York. This year's EDM conference was highly competitive, with 145 long and short paper submissions. Of these, 23 were accepted as full papers and 37…