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• W3207204489 abstract "Neuromyths are misconceptions about the brain and learning, for instance Tailoring instruction to students' preferred learning styles (e.g., visual, auditory, kinesthetic) promotes learning. Recent reviews indicate that the high prevalence of beliefs in neuromyths among educators did not decline over the past decade. Potential adverse effects of neuromyth beliefs on teaching practices prompted researchers to develop interventions to dispel these misconceptions in educational settings. This paper provides a critical review of current intervention approaches. The following questions are examined: Does neuroscience training protect against neuromyths? Are refutation-based interventions effective at dispelling neuromyths, and are corrective effects enduring in time? Why refutation-based interventions are not enough? Do reduced beliefs in neuromyths translate in the adoption of more evidence-based teaching practices? Are teacher professional development workshops and seminars on the neuroscience of learning effective at instilling neuroscience in the classroom? Challenges, issues, controversies, and research gaps in the field are highlighted, notably the so-called backfire effect, the social desirability bias, and the powerful intuitive thinking mode. Future directions are outlined." @default.
• W3207204489 created "2021-10-25" @default.
• W3207204489 creator A5064244358 @default.
• W3207204489 date "2021-10-13" @default.
• W3207204489 modified "2023-10-17" @default.
• W3207204489 title "Interventions to Dispel Neuromyths in Educational Settings—A Review" @default.
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• W3207204489 doi "https://doi.org/10.3389/fpsyg.2021.719692" @default.
• W3207204489 hasPubMedCentralId "https://www.ncbi.nlm.nih.gov/pmc/articles/8548459" @default.
• W3207204489 hasPubMedId "https://pubmed.ncbi.nlm.nih.gov/34721171" @default.
• W3207204489 hasPublicationYear "2021" @default.
• W3207204489 type Work @default.
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