Neuromyths in education: Comparing perceptions between pre-service and in-service teachers

In this study, participants were presented with pedagogical scenarios and asked to rate the effectiveness of two teaching practices: one based on a neuromyth and the other on evidence-based findings. Analyses showed that in-service teachers favored evidence-based over neuromyth-based practices. This pattern was also observed among pre-service teachers. Yet, compared to pre-service teachers, in-service teachers demonstrated lower adherence to major neuromyths (learning styles, multiple intelligences, and brain gym), as well as stronger belief in evidence-based practices. Education level and teaching experience were negatively correlated with neuromyth endorsement and positively associated with recognition of effective teaching strategies. These findings suggest that Initial Teacher Education programs should explicitly address neuromyths early in training while facilitating knowledge exchange between experienced and novice teachers to accelerate pedagogical expertise development.