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Published January 1, 2025 | Version v1
Journal article Open

Belief in neuromyths among primary school teachers: A cross-national study of 11 countries

Creators

  • 1. Univ Quebec Montreal UQAM, Dept Didact, CP 8888 Succursale Ctr Ville, Montreal, PQ H3C3P8, Canada
  • 2. Univ Namur, Fac Educ, Rue Bruxelles 61, B-5000 Namur, Belgium
  • 3. Al Farabi Kazakh Natl Univ Al, Dept Phys & Technol, Farabi Ave 71, Alma Ata 050040, Kazakhstan
  • 4. Nazarbayev Intellectual Sch Phys & Math Almaty, Dept Phys, Alma Ata, Kazakhstan
  • 5. Natl Taiwan Normal Univ, Program Learning Sci, 162,Sect 1,Heping E Rd, Taipei City, Taiwan
  • 6. Afyon Kocatepe Univ, Fac Educ, Ahmet Necdet Sezer Kampusu,Gazligol Yolu, TR-03200 Afyonkarahisar, Turkiye
  • 7. Anadolu Univ, Fac Educ, Yunus Emre Yerleskesi, TR-26470 Tepebasi, Eskisehir, Turkiye
  • 8. Univ Quebec Trois Rivieres, Dept Educ Sci, 3351 Boul Forges,POB 500, Trois Rivieres, PQ G9A5H7, Canada

Description

Background: This study compares primary school teachers' beliefs in neuromyths related to brain function and learning across different cultural and linguistic contexts. Two main research questions are explored and analyzed: "Which neuromyths are believed by primary school teachers?" And "What are the formal and informal sources of these neuromyths among primary school teachers?" Methods: Data were collected from 1257 primary school teachers in 11 countries using the Multilingual Neuromyths Identification Questionnaire, available in eight languages. The descriptive survey design explored the prevalence of neuromyths and the sources that shape teachers' understanding of learning and intelligence. Results: The findings indicate that 13 out of 21 neuromyths are prevalent in all of the countries that were surveyed. Notably, over 90 % of participants agreed with the theories of multiple intelligences and learning styles. These misconceptions are primarily acquired through formal sources, such as teacher training programmes and professional seminars, as well as through professional experience and personal intuition. In contrast, informal sources, such as the media and popular culture, appear to play a minor role in developing these beliefs.

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