Teachers often face situations that require them to apply knowledge about the mind and brain to education. Past studies have indicated that even if teachers show interest in cognitive neuroscience, they show high rates of adhesion to neuromyths. In the most commonly used questionnaire, however, respondents do not compare neuromyths and correct…

Students' ability to assess their own knowledge is an important skill in science education. However, students often overestimate their actual performances. In such cases, overconfidence bias arises. Previous studies in physics education have shown that overconfidence bias concerns mainly content areas, such as Newtonian mechanics, where…

Fifty-three elementary school children were tested on Incidental Science Knowledge, i.e., knowledge acquired by chance outside school, and the results obtained were correlated with intellectual development and cognitive style as measured by interviews and group testing, respectively. Indicates that cognitive style and misconception play a…