Bei, E; Argiropoulos, D; Van Herwegen, J; Incognito, O; Menichetti, L; Tarchi, C; Pecini, C; (2024) Neuromyths: Misconceptions about neurodevelopment by Italian teachers. Trends in Neuroscience and Education , 34 , Article 100219. 10.1016/j.tine.2023.100219.

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Abstract

Background: Neuromyths are commonly held misconceptions about the brain, often generated by a misunderstanding of scientifically established facts. To date, limited research has explored the pervalence of neuromyths about neurodevelopmental disorders in the teacher population. Method: The current study investigated the prevalence of teachers’ general and neurodevelopmental neuromyths among 820 Italian teachers. Results: Italian teachers correctly identified 73% of general neuromyths and 70% of neurodevelopmental neuromyths. The difference between general and neurodevelopmental neuromyths endorsement was significant. Frequency of accessing relevant information emerged as a protective factor. A mediation analysis showed that higher need for cognition was significantly associated with a higher frequency of accessing relevant information about the brain, which in turn led to lower endorsement of neuromyths. Conclusion: In line with our findings, we suggest that teachers can benefit from neuroeducation initiatives aimed to enhance neuroscience literacy in both the initial education and continuous professional development of teachers.

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