Beyond neuromyths: Examining in-service teachers’ misconceptions about teaching and learning

This is the authors' abstract. We don't add key points for this paper.

Several studies have shown that teachers often hold neuromyths that can undermine their practices. However, the prevalence of educational misconceptions in topics unrelated to neuroscience remains largely unexplored. This study surveys the prevalence of a wide variety of misconceptions among educators, extending the analysis to underexplored myths in critical areas for daily teaching. The results not only support the popularity of an important number of erroneous ideas but also suggest that the educational level at which teachers operate is the main predictor of the endorsement of misconceptions. We propose specific interventions to align teaching practice with advances in educational research. • Teachers struggle to identify conceptions that are not supported by science. • Career stage is the factor that most determines teachers' misconceptions about teaching and learning. • Different initiatives can be undertaken to facilitate the effective transfer of key scientific findings in the classroom.