Feit of fabel? Ook kinderen geloven in neuromythes

Neuromyths can be described as a misreading, misunderstanding, or a misquoting of scientific facts by brain research though which a misconception is generated. These misconceptions are used in education and other contexts. The believe in neuromyths by teachers has been extensively researched and concluded that many misconceptions about the brain still exist amongst educators. Yet, there is still a lack of research on the believe in neuromyths by students. The present study examined if Dutch students between 10 and 15 years old believe in neuromyths and if this depended on curiosity and selfestimated knowledge about the brain. 339 participants filled out an online survey in which data on background knowledge was collected as well as answers on the different statements that were either a brain fact or a neuromyth. Results show that on average, students believed about 48% of neuromyhts and about 77% of the brain facts were answered correctly. The neuromyths that were most believed were...Show moreNeuromyths can be described as a misreading, misunderstanding, or a misquoting of scientific facts by brain research though which a misconception is generated. These misconceptions are used in education and other contexts. The believe in neuromyths by teachers has been extensively researched and concluded that many misconceptions about the brain still exist amongst educators. Yet, there is still a lack of research on the believe in neuromyths by students. The present study examined if Dutch students between 10 and 15 years old believe in neuromyths and if this depended on curiosity and selfestimated knowledge about the brain. 339 participants filled out an online survey in which data on background knowledge was collected as well as answers on the different statements that were either a brain fact or a neuromyth. Results show that on average, students believed about 48% of neuromyhts and about 77% of the brain facts were answered correctly. The neuromyths that were most believed were related to learning styles, brain dominance, the existence of a math or language gyrus (“wiskundeknobbel” or “taalknobbel” in Dutch), brain training games and multitasking. This study also found that when more general knowledge (brain facts) statements were answered correctly, less neuromyth statements were answered correctly. When students scored higher on curiosity, less statements on neuromyths were answered correctly. This suggests that students who are in general more curious find it more difficult to distinguish neuromyths from brain facts. Self-estimated brain knowledge did not predict the score on the neuromyths and brainfacts. Further research must be done on the believe in neuromyths for this target group as well as research on practical implications of believing in neuromyths.Show less

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Feit of fabel? Ook kinderen geloven in neuromythes