2024/05/14 by Luc Rousseau · 1 voice · 1 citation
Neuroscience · Psychology · #Neuroscience, Education and Cognitive Function #Educational and Psychological Assessments #Creativity in Education and Neuroscience
paper · pdf · doi:10.1111/mbe.12414
openalex publication_date 2024/05/14 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/22
ABSTRACT Despite considerable progress made in educational neuroscience, neuromyths persist in the teaching profession, hampering translational endeavors. The initial wave of interventions designed to dispel educational neuromyths was predominantly directed at preservice teachers. More recent work in the field, reviewed here, has shifted its focus primarily to in‐service teacher professional development interventions. We discuss various interventional approaches, including refutation texts embedded into a brief training in foundational neuroscience, personalized refutation texts, insightful reflections upon science of learning key concepts (e.g., brain plasticity), and immersive experiences within research groups, highlighting their strengths and limitations. The evolving nature of scientific knowledge, the imperative to respect educators' personal and professional sensitivities, as well as challenges posed by conceptual change, are also addressed. This narrative review underscores the need to bring neuromyth investigations into the classroom environment.