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Mind, Brain, and Education

Volume 10, Issue 4
Research Article

Misconceptions Regarding the Brain: The Neuromyths of Preservice Teachers

Sefa Dündar

Corresponding Author

E-mail address: sefadundar@gmail.com

Department of Primary Mathematics Education, Education Faculty, Abant Izzet Baysal University

Address correspondence to Sefa Dündar, Department of Primary Mathematics Education, Education Faculty, Abant Izzet Baysal University, Bolu, Turkey; e‐mail:

sefadundar@gmail.com

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Nazan Gündüz

Department of Primary Mathematics Education, Education Faculty, Abant Izzet Baysal University

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First published: 14 September 2016
https://doi.org/10.1111/mbe.12119
Cited by: 2

ABSTRACT

Understanding preservice teachers' misconceptions regarding the brain and neuroscience (neuromyths) can provide information that helps teachers to apply neuroscience knowledge in an educational context. The objective of this study was to investigate these misconceptions. Following preliminary research, a questionnaire comprising 59 challenging assertions in two categories (education and neuromyths) was developed as a data collection tool. The findings identify preservice teachers' neuromyths, which were found to vary by teaching area.

Number of times cited: 2

  • Beong-Wan Chu, A critical reflection on neuromyths in moral & character education, Journal of Curriculum and Evaluation, 10.29221/jce.2017.20.3.51, 20, 3, (51-74), (2017).
    Crossref
  • Richard P. Bailey, Daniel J. Madigan, Ed Cope and Adam R. Nicholls, The Prevalence of Pseudoscientific Ideas and Neuromyths Among Sports Coaches, Frontiers in Psychology, 10.3389/fpsyg.2018.00641, 9, (2018).
    Crossref