Tenacious educational neuromyths: Prevalence among teachers and an intervention
Ruiz-Martin H, Portero-Tresserra M, Martinez-Molina A, Ferrero M · 2022
grade Cquasi-experimentunclearunreplicated
Sample
807 primary and secondary teachers from 203 schools; a subsample received a 15-hour course, compared with a control group
Population
In-service teachers, Catalonia, Spain
Design
Two studies in one: a large prevalence survey, then a controlled evaluation of a low-cost 15-hour online neuroscience course against a control group, with long-term follow-up. The rare case in this literature where somebody tested whether the debunking actually works and whether it lasts.
Key findings
Initial neuromyth-belief distribution resembled previous studies. The 15-hour course produced a LARGE reduction in neuromyth prevalence shortly after training AND in the long term. This is the constructive counterpart to the prevalence literature: the beliefs are tenacious but they are not immovable, and the intervention is cheap and easy to implement.
Genetic confound
Not applicable; the outcome is teacher belief.
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Neuromyth belief prevalence after a 15-hour online course | group difference vs control | large reduction, sustained at long-term follow-up | self-report survey | immediately post-course and long-term | business-as-usual | unclear | non-cognitive |
Cited by
- Brain Gym, Whole Brain Teaching, and the smaller classroom brain fadsdebunkedconf: mediumgc: low
- Does matching instruction to a child's "learning style" improve learning?debunkedconf: highgc: low