Results 41 to 50 of about 759 (135)
Learning-related neuromyths among student teachers in Estonia
Eesti Haridusteaduste Ajakiri, 2022 Haridusüldsusel on suur huvi neuroteaduste uurimustulemuste rakendamise vastu praktikas, kuid valdkondlike teadmiste puudumine ning teadlaste ja õpetajate vähene kommunikatsioon keeruliste teadustulemuste tõlgendamisel on viinud mitmete väärarusaamade ...
Katrin Poom-Valickis +2 more
doaj +1 more source
Education Sciences, 2018 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.
Finja Grospietsch, Jürgen Mayer
doaj +1 more source
Neuromyths : Corrections and the Continued Influence Effect
, 2022 Research suggests that professional educators and students often hold erroneous beliefs about learning and the brain, called neuromyths. Beliefs in neuromyths are potentially problematic because they may cause people to invest in ineffective learning ...
Lithander, Marcus
core +1 more source
Neuromyths in learning — master thesis research
, 2023 The present study aims to investigate the influence of the "seductive allure of neuroscience explanations" accompanied by brain images on the credibility and shareability of neuromyths about learning among the general ...
Olha Guley +2 more
core +1 more source
, 2023 Background: Educational neuromyths are known to exist amongst teachers in Western countries, and some researchers argue that neuromyths may affect classroom teaching. Method: An online survey was designed and distributed to sixty-four Hong Kong inclusive
Elpis V. Pavlidou +2 more
core +1 more source
The Power of Technical Language: Does Jargon Use Influence the Credibility of Misinformation?
Applied Cognitive Psychology, Volume 39, Issue 6, November/December 2025.ABSTRACT Across two studies, we examined the impact of different levels of jargon on the perceived credibility of texts containing reliable or unreliable information. Study 1 found that higher levels of jargon were associated with increased credibility ratings for unreliable texts.
Tanisha Berrios +2 more
wiley +1 more source
Predictors of Teachers' Knowledge of Educational Neuroscience: A Role for Formal Training
Mind, Brain, and Education, Volume 19, Issue 3, Page 140-154, August 2025.ABSTRACT Understanding factors which might influence teachers' knowledge of educational neuroscience is essential for designing effective initial training and professional development programmes. This study assessed teachers' knowledge using our novel Educational Neuroscience Knowledge Test (ENKT).
Yasin Arslan +2 more
wiley +1 more source
Brain Knowledge and the Prevalence of Neuromyths among Prospective Teachers in Greece
Frontiers in Psychology, 2017 Although very often teachers show a great interest in introducing findings from the field of neuroscience in their classrooms, there is growing concern about the lack of academic instruction on neuroscience on teachers' curricula because this has led to ...
Marietta Papadatou-Pastou +3 more
doaj +1 more source
The Prevalence of Pseudoscientific Ideas and Neuromyths Among Sports Coaches
Frontiers in Psychology, 2018 There has been an exponential growth in research examining the neurological basis of human cognition and learning. Little is known, however, about the extent to which sports coaches are aware of these advances.
Richard P. Bailey +3 more
doaj +1 more source
The Prevalence of Neuromyths Among K‐12 English Language Teachers
European Journal of Education, Volume 60, Issue 2, June 2025.ABSTRACT 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).
Gursen Sisman +2 more
wiley +1 more source