Slippery slopes. Some considerations for favoring a good marriage between education and the science of the mind–brain–behavior, and forestalling the risks

The Prevalence of Educational Neuromyths among Hungarian Pre-Service Teachers

Teachers with poor neuroliteracy fail to distinguish scientific evidence from neuromyths (NM), which might lead to the implementation of pseudoscientific educational methods. The prevalence of NM and general knowledge about the brain (GKAB) among in-service and pre-service teachers has been assessed in multiple countries, but no such study has been performed in Hungary. The aims of this study were to (1) assess the neuroliteracy of pre-service teachers, (2) compare the results with those of previous studies and (3) analyze the factors influencing neuroliteracy. Our sample included 822 pre-service teachers from 12 Hungarian universities. We developed a survey including 10 NM and 13 GKAB statements, adapted from a widely used questionnaire. The average rate of incorrect answers to NM was 56.9%, whereas the average rate of correct answers to GKAB was 70.9%. Male gender and frequency of using Facebook as the primary information source about neuroscience were the only predictors of NM acceptance. In comparison with other studies, the Hungarian pre-service teachers had the second highest endorsement of NM. The most prevalent NM were linked to motor functions, which might be related to the widespread use and promotion of motor therapies in Hungary.

Why do teachers believe educational neuromyths?

BACKGROUND

It is not well understood whether qualified teachers believe neuromyths, and whether this affects their practice and learner outcomes.

METHOD

A standardised survey was administered to practising teachers (N = 228) to determine whether or not they believe fictional (neuromyth) or factual statements about the brain, the confidence in those beliefs, and their application.

RESULTS

Although factual knowledge was high, seven neuromyths were believed by >50% of the sample. Participants who endorsed neuromyths were generally more confident in their answers than those who identified the myths. Key neuromyths appear to be incorporated into classrooms.

CONCLUSION

Australian teachers, like their overseas counterparts, have some neuroscience awareness but are susceptible to neuromyths. A stronger partnership with neuroscientists would addresss the complex problem of disentangling brain facts from fictions, and provide better support for teachers. This study uncovered psychometric weaknesses in the commonly used neuromyth measure that future research should address.

Neurophilia is stronger for educators than students in Brazil

BACKGROUND

Educational products claiming to be "brain-based" are common. Due to neurophilia, including a brain in a product's marketing can enhance perceptions. However, schooling background may play a protective role.

OBJECTIVE

As previous neuromarketing research has been conducted predominantly in English speakers, we examined whether the effects of neurophilia extend to a Portuguese-speaking Brazilian population.

METHOD

Teachers and students (N = 262) viewed one of four advertisements for a hypothetical product translating to ''Right Brain'' or ''Right Start'' Training; half the advertisements contained an MRI brain image. Participants rated their perceptions of interest, efficacy, and scientific rationale.

RESULTS

The presence of a brain image or the word 'brain' did not influence responses. However, occupation had a significant effect: teachers' ratings were higher than students' ratings. Importantly, teachers were more susceptible to neurocontent, rating "Right Brain" training significantly higher than students.

CONCLUSION

These results thus highlight the need to improve teachers' neuroscience literacy.

Mind, brain, and teaching: Some directions for future research

In line with Kline's taxonomy, highlighting teaching as an array of behaviors with different cognitive underpinnings, we advocate the expansion of a specific line of research on mind, brain, and teaching. This research program is devoted to the understanding of the neurocognitive mechanisms and the evolutionary determinants of teaching skills, with the ultimate goal of helping teachers improve teaching quality.