[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593971-105":59,"doc-detail-593971-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","prevalence-predictors-and-sources-of-information-regarding-neuromyths-in-an-australian-cohort-of-preservice-teachers","Prevalence, Predictors and Sources of Information Regarding Neuromyths in an Australian Cohort of Preservice Teachers","","Neuromyths are misconceptions about learning and the brain that can lead educators to deliver inappropriate instruction, mislabel learners, and waste resources. Research has examined their prevalence, but sources of these beliefs have received limited attention. A survey of 1,359 Australian preservice educators assessed sources for 15 neuromyth and 17 general brain-knowledge statements. Neuromyth beliefs were common, with accuracy predicted by general brain knowledge and completing related university classes, though effects were modest.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/prevalence-predictors-and-sources-of-information-regarding-neuromyths-in-an-australian-cohort-of-preservice-teachers/593971/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/prevalence-predictors-and-sources-of-information-regarding-neuromyths-in-an-australian-cohort-of-preservice-teachers/593971.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are neuromyths, and why are they important in education?","Question",{"text":112,"@type":113},"Neuromyths are incorrect or incomplete misconceptions about learning and the brain. They can result in inappropriate instruction, labeling of learners, and wasted resources.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How prevalent are neuromyth beliefs among educators in the study?",{"text":117,"@type":113},"Neuromyth beliefs were reported as prevalent, consistent with prior research. The article also references high endorsement rates for specific myths in other educator groups and countries.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors predicted neuromyth accuracy among Australian preservice educators?",{"text":121,"@type":113},"Predictors of neuromyth accuracy included general brain knowledge and completion of university classes addressing neuromyths, though the observed effects were modest.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593971,1792189175,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 45  Issue 10 | Article 6 |\n| --- | --- |\n| 2020\u003Cbr>Prevalence, Predictors and Sources of Information Regarding Neuromyths in an Australian Cohort of Preservice Teachers\u003Cbr>Mark Carter\u003Cbr>Macquarie University, [mark.carter@mq.edu.au](mark.carter@mq.edu.au)\u003Cbr>Penny Van Bergen\u003Cbr>Macquarie University, [penny.vanbergen@mq.edu.au](penny.vanbergen@mq.edu.au)\u003Cbr>Jennifer Stephenson\u003Cbr>Macquarie University, [jennifer.stephenson@mq.edu.au](jennifer.stephenson@mq.edu.au)\u003Cbr>Carol Newall\u003Cbr>Macquarie University, [carol@newallpsychology.com.au](carol@newallpsychology.com.au)\u003Cbr>Naomi Sweller\u003Cbr>Macquarie University, [naomi.sweller@mq.edu.au](naomi.sweller@mq.edu.au)\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Higher Education Commons, and the Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nCarter, M., Van Bergen, P., Stephenson, J., Newall, C., & Sweller, N. (2020) . Prevalence, Predictors and Sources of Information Regarding Neuromyths in an Australian Cohort of Preservice Teachers. Australian Journal of Teacher Education, 45(10) .  \n[http://dx.doi.org/10.14221/ajte.2020v45n10.6](http://dx.doi.org/10.14221/ajte.2020v45n10.6)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss10/6](https://ro.ecu.edu.au/ajte/vol45/iss10/6)  \nPrevalence, Predictors And Sources Of Information Regarding Neuromyths In An Australian Cohort Of Preservice Teachers  \nMark Carter,  \nPenny Van Bergen  \nJennifer Stephenson  \nCarol Newall  \nNaomi Sweller  \nMacquarie University  \nAbstract: The term neuromyths refers to misconceptions about  \nlearning and the brain. Educator neuromyths may result in  \ninappropriate instruction, labelling of learners, and wasted resources.  \nTo date, little research has considered the sources of these beliefs. We surveyed 1359 Australian preservice educators (M = 22. 7, SD = 5.7 years) about their sources of information for 15 neuromyth and 17 general brain knowledge statements. Consistent with previous studies, neuromyth beliefs were prevalent. Predictors of neuromyth accuracy included general brain knowledge and completion of university  \nclasses addressing neuromyths, although effects were modest.  \nDepending on the belief, participants relied on general knowledge, academic staff, school staff, and popular media. Recommendations for teacher education arepresented.  \nIntroduction  \nNeuromyths are misconceptions about learning and the brain that are incorrect, incomplete, or have been inappropriately extrapolated from sound science (Organisation for Economic Co-operation and Development, 2007) . These misconceptions include, but are not limited to, beliefs about: the effect of music on the brain, sensory learning styles instruction, sugar and hyperactivity, and so-called hemispheric dominance dictating creativity and logic (i.e., left brain-right brain learning) . Like other scientific misconceptions, researchers have found widespread belief in many neuromyths among the general public. These include belief that teaching matched to preferred learning styles improves acquisition, listening to classical music improves reasoning and that differences in hemispheric dominance (left brain, right brain) can help explain individual differences amongst learners (Macdonald et al., 2017) . More worryingly for school systems and students, however, research to date has also provided evidence of neuromyth beliefs among surveyed educators (e.g., Bellert & Graham, 2013; Dekker et al., 2012; Howard-Jones, 2014; Macdonald et al., 2017; Ruhaak & Cook, 2018), preservice educators (e.g., Canbulat & Kiriktas, 2017; Düvel et al., 2017; Ferrero et al., 2016; Gleichgerrcht et al., 2015; Grospietsch & Mayer, 2018; Howard-Jones et al., 2009) and higher education a","cbCaifvyU0aDfRai","https://ap.wps.com/l/cbCaifvyU0aDfRai","pdf",377601,"English","# Abstract\n# Introduction\n# Neuromyths Prevalence\n# Does Acceptance of Neuromyths Matter?","[{\"question\":\"What are neuromyths, and why are they important in education?\",\"answer\":\"Neuromyths are incorrect or incomplete misconceptions about learning and the brain. They can result in inappropriate instruction, labeling of learners, and wasted resources.\"},{\"question\":\"How prevalent are neuromyth beliefs among educators in the study?\",\"answer\":\"Neuromyth beliefs were reported as prevalent, consistent with prior research. The article also references high endorsement rates for specific myths in other educator groups and countries.\"},{\"question\":\"Which factors predicted neuromyth accuracy among Australian preservice educators?\",\"answer\":\"Predictors of neuromyth accuracy included general brain knowledge and completion of university classes addressing neuromyths, though the observed effects were modest.\"}]","Prevalence, Predictors and Sources of Information Regarding Neuromyths in an Australian Cohort of Preservice Teachers | PDF",1792078286]