Neuromyths

Resources

Alfernik, L. A. & Farmer-Dougan, V. (2010). Brain (not) based education: Dangers of misunderstanding and misapplication of neuroscience research. Exceptionality, 18, 42-52. https://doi.org/10.1080/09362830903462573

Antonenko, P. D., van Gog, T., & Paas, F. (2014). Implications of neuroimaging for educational research. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 51-63). Springer. https://doi.org/10.1007/978-1-4614-3185-5_5

Bailey, K. G. (2013). You, your neurons, and free will: Concerns about reductionism and the popularization of cognitive science. In Faculty Publications, Paper 2, Part of the Cognitive Neuroscience Commons, Philosophy of Mind Commons, and the Religious Thought, Theology and Philosophy of Religion Commons. Andrews University.

Bailey, R., Madigan, D. J., Cope, E., & Nicholls, A. R. (2018). The prevalence of pseudoscientific ideas and neuromyths among sports coaches. Frontiers in Psychology, 9, Article 641. https://doi.org/10.3389/fpsyg.2018.00641

Beck, D. M. (2010). The appeal of the brain in the popular press. Perspectives on Psychological Science, 5(6), 762-766. https://doi.org/10.1177/1745691610388779

Beeson, E. T., Kim, S. R., Zalaquett, C. P., & Fonseca, F. D. (2019). Neuroscience attitudes, exposure, and knowledge among counselors. Teaching and Supervision in Counseling, 1(2), 1-19. https://doi.org/10.7290/tsc010201

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, 100219. https://doi.org/10.1016/j.tine.2023.100219

Benedek, M., Karstendiek, M., Ceh, S. M., Grabner, R. H., Krammer, G., Lebuda, I., Silvia, P. J., Cotter, K. N., Li, Y., Hu, W., Martskvishvili, K., & Kaufman, J. C. (2021). Creativity myths: Prevalence and correlates of misconceptions on creativity. Personality and Individual Differences, 182, Article 111068. https://doi.org/10.1016/j.paid.2021.111068

Betts, K., Miller, M., Tokuhama-Espinosa, T., Shewokis, P., Anderson, A., Borja, C., Galoyan, T., Delaney, B., Eigenauer, J., & Dekker, S. (2019). International report: Neuromyths and evidence-based practices in higher education. Online Learning Consortium.

Bissessar, S., & Youssef, F. F. (2021). A cross-sectional study of neuromyths among teachers in a Caribbean nation. Trends in Neuroscience and Education, Article 100155. https://doi.org/10.1016/j.tine.2021.100155

Blanchette Sarrasin, J., Riopel, M., & Masson, S. (2019). Neuromyths and their origin among teachers in Quebec. Mind, Brain, and Education, 13(2), 100-109. https://doi.org/10.1111/mbe.12193

Bokhove, C. (2018). Engaging with research and debunking myths. Impact: Journal of the Chartered College of Teaching.

Bokhove, C. (2018). This is the new myth. Impact: Journal of the Chartered College of Teaching, 1.

Bresnahan, C., Peterson, E. G., & Hattan, C. (2024). Why educators endorse a neuromyth: relationships among educational priorities, beliefs about learning styles, and instructional decisions. Frontiers in Psychology, 15, 1407518. https://doi.org/10.3389/fpsyg.2024.1407518

Button, K. S., Ioannidis, J. P., Mokrysz, C., Nosek, B. A., Flint, J., Robinson, E. S., & Munafò, M. R. (2013). Power failure: Why small sample size undermines the reliability of neuroscience. Nature Reviews Neuroscience,14(5), 365-376. https://psycnet.apa.org/doi/10.1038/nrn3475

Carboni, A., Maiche, A., & Valle-Lisboa, J. C. (2021). Teaching the science in neuroscience to protect from neuromyths: From courses to fieldwork. Frontiers in Human Neuroscience, 15, Article 718399. https://doi.org/10.3389/fnhum.2021.718399

Cesario, J., Johnson, D. J., & Eisthen, H. L. (2020). Your brain is not an onion with a tiny reptile inside. Current Directions in Psychological Science, 29(3), 255–260. https://doi.org/10.1177/0963721420917687

Ching, F. N. Y., So, W. W. M., Lo, S. K., & Wong, S. W. H. (2020). Preservice teachers’ neuroscience literacy and perceptions of neuroscience in education: Implications for teacher education. Trends in Neuroscience and Education, 21, Article 100144. https://doi.org/10.1016/j.tine.2020.100144

Cho, Y. C., & Yeh, T. K. (2024). Dissecting neuromyths in education: an analysis of educators, students, and parents in Taiwan. International Journal of Science Education, 1-21. https://doi.org/10.1080/09500693.2024.2415094

Clinton-Lisell, V., & Litzinger, C. (2024). Is it really a neuromyth? A meta-analysis of the learning styles matching hypothesis. Frontiers in Psychology, 15, 1428732. https://doi.org/10.3389/fpsyg.2024.1428732

Connections: The Learning Sciences Platform. (2017, May 17). Neuromyths and teacher attitudes by Tracey Tokuhama-Espinosa, Ph.D [Video] (00:41:20). YouTube. https://www.youtube.com/watch?v=ED_MdfkPONw&t=25s

Consortium for Policy Research in Education Knowledge Hub. (2018, December 19). What we know (and think we know) about the learning brain: An interview with Tracey Tokuhama-Espinosa [Audio podcast] (00:23:32). YouTube. https://doi.org/10.1177/0031721718815669

Craig, H. L., Wilcox, G., Makarenko, E. M., & MacMaster, F. P. (2020). Continued educational neuromyth belief in pre-and in-service teachers: A call for de-implementation action for school psychologists. Canadian Journal of School Psychology, 0829573520979605. https://doi.org/10.1177/0829573520979605

da Nóbrega, M. V. V., da Silva Melo, N., & de Menezes, J. P. C. (2024). The Neuromyth of learning styles: The perception of Biological Sciences pre-service teachers at the University of Brasília, Brazil. Revista Ibero-Americana de Estudos em Educação, e024027-e024027.

Daugirdiene, A., Cesnaviciene, J., & Brandisauskiene, A. (2024). Insights from the active use of neuroscience findings in teaching and learning. Behavioral Sciences, 14(8), 639. https://doi.org/10.3390/bs14080639

Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in Psychology, 3, Article 429. https://doi.org/10.3389/fpsyg.2012.00429

Deibl, I., Zeitlhofer, I., Geroldinger, A., & Zumbach, J. (2024). Overcoming the myths: Interactive learning environments as myth busters in teaching and learning. Psychology Learning & Teaching, 23(3), 346-365. https://doi.org/10.1177/14757257241261351

Deligiannidi, K., & Howard-Jones, P. A. (2015). The neuroscience literacy of teachers in Greece. Procedia-Social and Behavioral Sciences, 174, 3909-3915. https://doi.org/10.1016/j.sbspro.2015.01.1133

du Buisson-Narsai, I., Fisher, T., Morris, A., & van Lill, X. (2024). Neuromyths in industrial and organisational psychology in South Africa: Prevalence and impact. SA Journal of Industrial Psychology, 50(1), 1-6. https://doi.org/10.4102/sajip.v50i0.2097

EdCan Network / Le Réseau EdCan. (2014, May 8). Neuromyths and education / Les neuromythes et l’éducation. [Video] (00:07:40). Université du Québec à Montréal. Vimeo. https://vimeo.com/94571413

Ferrero, M., Garaizar, P., & Vadillo, M. A. (2016). Neuromyths in education: Prevalence among Spanish teachers and an exploration of cross-cultural variation. Frontiers in Human Neuroscience, 10, Article 496. http://dx.doi.org/10.3389/fnhum.2016.00496

Fine, C. (2010). Delusions of gender: How our minds, society, and neurosexism create difference. WW Norton & Company.

Fine, C. (2014). His brain, her brain? Science, 346(6212), 915-916. https://doi.org/10.1126/science.1262061

Furey, W. (2020). The stubborn myth of “learning styles” State teacher-license prep materials peddle a debunked theory. Education Next, 20(3), 8-13.

Gardner, H. (2019). “Neuromyths”: A critical consideration. Mind, Brain, and Education, 14(1), 2-4. https://doi.org/10.1111/mbe.12229

Gini, S., Knowland, V., Thomas, M. S., & Van Herwegen, J. (2021). Neuromyths about neurodevelopmental disorders: Misconceptions by educators and the general public. Mind, Brain, and Education, 15(4), 289-298. http://doi.org/10.1111/mbe.12303

Grant, A. (2015). Coaching the brain: Neuro-science or neuro-nonsense. Coaching Psychologist, 11(1), 21-27. 

Grospietsch, F., & Lins, I. (2021). Review on the prevalence and persistence of neuromyths in education–Where we stand and what is still needed. Frontiers in Education, 6, Article 665752. https://doi.org/10.3389/feduc.2021.665752

Grospietsch, F., & Mayer, J. (2020). Misconceptions about neuroscience–prevalence and persistence of neuromyths in education. Neuroforum, 26(2), 63-71. https://doi.org/10.1515/nf-2020-0006

Grospietsch, F., & Mayer, J. (2019). Pre-service science teachers’ neuroscience literacy: Neuromyths and a professional understanding of learning and memory. Frontiers in Human Neuroscience, 13, Article 20. https://doi.org/10.3389/fnhum.2019.00020

Grospietsch, F., & Mayer, J. (2018). Professionalizing pre-service biology teachers’ misconceptions about learning and the brain through conceptual change. Education Sciences, 8(3), Article 120. https://doi.org/10.3390/educsci8030120

Guley, O., Pasquinelli, E., Zenasni, F., & Mercier, H. (2024). Neuromyths about learning and the allure of neuroscience. In Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024, pp. 2173-2174. International Society of the Learning Sciences. https://doi.org/10.22318/icls2024.688461

Hattan, C., Peterson, E. G., & Miller, K. (2024). Revising teacher candidates’ beliefs and knowledge of the learning styles neuromyth. Contemporary Educational Psychology, 77, 102269. https://doi.org/10.1016/j.cedpsych.2024.102269

Hennes, A., Schabmann, A., & Schmidt, B. M. (2024). The prevalence and usage of “Neuromyths” among German in‐service‐ and Pre‐service teachers – compared to neuroscience specialists and the general public. Mind, Brain, and Education, 18(1), 135–147. https://doi.org/10.1111/mbe.12401

Hermida, M. J., Segretin, M. S., Soni García, A., & Lipina, S. J. (2016). Conceptions and misconceptions about neuroscience in preschool teachers: A study from Argentina. Educational Research, 58(4), 457-472. https://doi.org/10.1080/00131881.2016.1238585

Hook, C. J., & Farah, M. J. (2013). Look again: Effects of brain images and mind–brain dualism on lay evaluations of research. Journal of Cognitive Neuroscience, 25(9), 1397-1405. http://dx.doi.org/10.1162/jocn_a_00407

Hook, C. J., & Farah, M. J. (2013). Neuroscience for educators: What are they seeking, and what are they finding? Neuroethics, 6(2), 331-341. http://dx.doi.org/10.1007/s12152-012-9159-3

Horvath, J. C., Donoghue, G. M., Horton, A. J., Lodge, J. M., & Hattie, J. (2018). On the irrelevance of neuromyths to teacher effectiveness: Comparing neuro-literacy levels amongst award-winning and non-award winning teachers. Frontiers in Psychology, 9, Article 1666. https://doi.org/10.3389/fpsyg.2018.01666

Howard-Jones, P. A. (2014). Neuroscience and education: Myths and messages. Nature Reviews Neuroscience, 15(12), 817-824. https://doi.org/10.1038/nrn3817

Howard-Jones, P. (2015, November 23). Neuroscience and education: Myths and applications [Video] (01:27:44; ONLY minutes 02:40-46:32). YouTube. https://www.youtube.com/watch?v=UpLoR1rt0-A

Howard‐Jones, P. A., Jay, T., & Galeano, L. (2020). Professional development on the science of learning and teachers' performative thinking—A pilot study. Mind, Brain, and Education, 14(3), 267-278. https://doi.org/10.1111/mbe.12254

Hughes, B., Sullivan, K. A., & Gilmore, L. (2020). Why do teachers believe educational neuromyths? Trends in Neuroscience and Education, 21, Article 100145. https://doi.org/10.1016/j.tine.2020.100145

Hughes, B., Sullivan, K. A., & Gilmore, L. (2021). Neuromyths about learning: Future directions from a critical review of a decade of research in school education. Prospects, 1-19. http://doi.org/10.1007/s11125-021-09567-5

Humberstone, J., Fuller, A., Chen, A., Kim, A., Hwang, C., Oh, G., ... & Lu, S. (2024). What pre-service music teachers know about neuromyths and think about their preparation to deal with them as professionals. Australian Journal of Music Education, 56(2), 21-35. https://search.informit.org/doi/10.3316/informit.T2024121800016100902504347

Idrissi, A. J., Alami, M., Lamkaddem, A., & Souirti, Z. (2020). Brain knowledge and predictors of neuromyths among teachers in Morocco. Trends in Neuroscience and Education, 20, 100135. https://doi.org/10.1016/j.tine.2020.100135

Im, S. H., Cho, J. Y., Dubinsky, J. M., & Varma, S. (2018). Taking an educational psychology course improves neuroscience literacy but does not reduce belief in neuromyths. PloS one, 13(2), Article e0192163. https://doi.org/10.1371/journal.pone.0192163

Kaplan, S. (2024). Examining the relationship between teacher beliefs in neuromyths and instructional practices (Doctoral dissertation, Cabrini University). 31146083.

Karakus, O., Howard-Jones, P. A., & Jay, T. (2015). Primary and secondary school teachers’ knowledge and misconceptions about the brain in Turkey. Procedia-Social and Behavioral Sciences, 174, 1933-1940. https://doi.org/10.1016/j.sbspro.2015.01.858

Kim, M., & Sankey, D. (2018). Philosophy, neuroscience and pre-service teachers’ beliefs in neuromyths: A call for remedial action. Educational Philosophy and Theory, 50(13), 1214-1227. https://doi.org/10.1080/00131857.2017.1395736

Knowland, V. C., & Thomas, M. S. (2020). Neuro-myths in the classroom. Frontiers for Young Minds 8. http://eprints.bbk.ac.uk/id/eprint/41010/

Krammer, G., Vogel, S. E., & Grabner, R. H. (2020). Believing in neuromyths makes neither a bad nor good student‐teacher: The relationship between neuromyths and academic achievement in teacher education. Mind, Brain, and Education. https://doi.org/10.1111/mbe.12266

Lacruz‐Pérez, I., Pastor‐Cerezuela, G., Caurín‐Alonso, C., Morales‐Hernández, A. J., & Tárraga‐Mínguez, R. (2024). Debunking neuromyths: Pre‐service teachers' insights on autism spectrum disorder. Journal of Research in Special Educational Needs. https://doi.org/10.1111/1471-3802.12733

Lashinsky, K. (2019). Brain research in elementary teacher staff development: A mixed methods study of one school district’s program [Doctoral dissertation, Robert Morris University]. ProQuest Dissertations & Theses Global.

Lindebaum, D., & Jordan, P. J. (2014). A critique on neuroscientific methodologies in organizational behavior and management studies. Journal of Organizational Behavior, 35(7), 898-908. https://doi.org/10.1002/job.1940

Lindell, A. K., & Kidd, E. (2011). Why right‐brain teaching is half‐witted: A critique of the misapplication of neuroscience to education. Mind, Brain, and Education, 5(3), 121-127. https://doi.org/10.1111/j.1751-228X.2011.01120.x

Lithander, M. P., Geraci, L., Karaca, M., & Rydberg, J. (2021). Correcting neuromyths: A comparison of different types of refutations. Journal of Applied Research in Memory and Cognition, 10(4), 577-588. https://doi.org/10.1016/j.jarmac.2021.03.006

Luke, C., Beeson, E. T., Miller, R., Field, T. A., & Jones, L. K. (2020). Counselors' perceptions of ethical considerations for integrating neuroscience with counseling. Professional Counselor, 10(2), 204-219. https://doi.org/10.15241/cl.10.2.204

Luria, E., Chojak, M., & Shalom, M. (2024). A comparative study of Polish and Israeli teachers’ attitudes toward neuromyths in education. Edukacja Międzykulturowa, 27(4), 53-67.

Malcom, L. (Host). (2020). Suckers for pseudoscience [Audio podcast] (00:29:07). All in the Mind. https://www.abc.net.au/radionational/programs/allinthemind/suckers-for-pseudoscience/11976394

McAfee, M. (2018). Development and validation of a scale to measure misconceptions about educational psychology among pre-service teachers [Doctoral dissertation, University of Central Florida].

Menz, C., Spinath, B., & Seifried, E. (2021). Misconceptions die hard: Prevalence and reduction of wrong beliefs in topics from educational psychology among preservice teachers. European Journal of Psychology of Education, 36(2), 477-494. http://doi.org/10.1007/s10212-020-00474-5

Morris, J., & Sah, P. (2016). Neuroscience and education: Mind the gap. Australian Journal of Education, 60(2), 146-156. https://doi.org/10.1177/0004944116652913

Nancekivell, S. E., Sun, X., Gelman, S. A., & Shah, P. (2021). A slippery myth: How learning style beliefs shape reasoning about multimodal instruction and related scientific evidence. Cognitive Science, 45(10), Article e13047. http://doi.org/10.1111/cogs.13047

Navarro Rincón, A., Carrillo López, M. J., Solano Galvis, C. A., & Isla Navarro, L. (2022). Neurodidactics of languages: Neuromyths in multilingual learners. Mathematics, 10(2), 196. https://doi.org/10.3390/math10020196

Newton, P. M. (2015). The learning styles myth is thriving in higher education. Frontiers in Psychology, 6, Article 1908. https://doi.org/10.3389/fpsyg.2015.01908

Nouri, A. (2015). Cognitive neuroscience of foreign language education: Myths and realities. Iranian Journal of Research in English Language Teaching, 3(1), 40-47. 

Nouri, A. (2016). The basic principles of research in neuroeducation studies. International Journal of Cognitive Research in Science, Engineering and Education, 4(1), 59-66. https://doi.org/10.5937/IJCRSEE1601059N

Özdoğru, A. A., & Balatekin, N. (2018). Neuromyths as a challenge and opportunity for the learning and teaching of neuroscience. Cumhuriyet Uluslararası Eğitim Dergisi, 7(4), 483-494. http://dx.doi.org/10.30703/cije.457302

Painemil, M., Manquenahuel, S., Biso, P., & Muñoz, C. (2021). Beliefs versus knowledge in trainee teachers. A compared study of neuromyths at an international level. Revista Electrónica Educare, 25(1), 246-267. http://dx.doi.org/10.15359/ree.25-1.13

Papadatou-Pastou, M., Gritzali, M., & Barrable, A. (2018). The learning styles educational neuromyth: Lack of agreement between teachers' judgments, self-assessment, and students' intelligence. Frontiers in Education, 3, Article 105. https://doi.org/10.3389/feduc.2018.00105

Papadatou-Pastou, M., Touloumakos, A.K., Koutouveli, C., & Barrable, A. (2020). The learning styles neuromyth: When the same term means different things to different teachers. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-020-00485-2

Papadatou-Pastou, M., Touloumakos, A. K., Koutouveli, C., & Barrable, A. (2021). The learning styles neuromyth: When the same term means different things to different teachers. European Journal of Psychology of Education, 36(2), 511-531. http://doi.org/10.1007/s10212-020-00485-2

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119. https://doi.org/10.1111/j.1539-6053.2009.01038.x

Pasquinelli, E. (2012). Neuromyths: Why do they exist and persist? Mind, Brain, and Education, 6(2), 89-96. https://doi.org/10.1111/j.1751-228X.2012.01141.x

Pasquinelli, E. (2013). Slippery slopes. Some considerations for favoring a good marriage between education and the science of the mind–brain–behavior, and forestalling the risks. Trends in Neuroscience and Education, 2(3), 111-121. https://doi.org/10.1016/j.tine.2013.06.003

Pei, X., Howard-Jones, P. A., Zhang, S., Liu, X., & Jin, Y. (2015). Teachers’ understanding about the brain in East China. Procedia Social Behavioural Science, 174, 3681–3688. https://doi.org/10.1016/j.sbspro.2015.01.1091

Pieschl, S., Budd, J., Thomm, E., & Archer, J. (2021). Effects of raising student teachers’ metacognitive awareness of their educational psychological misconceptions. Psychology Learning & Teaching, Article 1475725721996223. https://doi.org/10.1177/1475725721996223

Privitera, A. J. (2021). A scoping review of research on neuroscience training for teachers. Trends in Neuroscience and Education, 24, Article 100157. https://doi.org/10.1016/j.tine.2021.100157

Redifer, J. L., & Jackola, K. (2022). Where do neuromyths come from? Sources and strength of psychological misconceptions. Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000332

Romero Naranjo, F. J. (2024). Neuromyths about movement and the brain: debunking misconceptions. https://doi.org/10.7752/jpes.2024.07190

Rousseau, L. (2021). Interventions to dispel neuromyths in educational settings—A review. Frontiers in Psychology, 12. http://doi.org/10.3389/fpsyg.2021.719692

Rousseau, L. (2024). Dispelling educational neuromyths: A review of in‐service teacher professional development interventions. Mind, Brain, and Education. https://doi.org/10.1111/mbe.12414

Ruhaak, A. E., & Cook, B. G. (2018). The prevalence of educational neuromyths among pre‐service special education teachers. Mind, Brain, and Education, 12(3), 155-161. https://doi.org/10.1111/mbe.12181

Ruiz-Martin, H., Portero-Tresserra, M., Martínez-Molina, A., & Ferrero, M. (2022). Tenacious educational neuromyths: Prevalence among teachers and an intervention. Trends in Neuroscience and Education, 100192. ​​https://doi.org/10.1016/j.tine.2022.100192

Sanders. L. (2021, may 4). A few simple tricks make fake news stories stick in the brain. ScienceNews. https://www.sciencenews.org/article/misinformation-fake-news-stories-social-media-brain

Sandoboe, G., & Berent, I. (2021). The seductive allure of the brain: Dualism and lay perceptions of neuroscience. Cognitive neuropsychology, 38(3), 205-230. http://doi.org/10.1080/02643294.2021.1976127

Sazaka, L. S. R., Hermida, M. J., & Ekuni, R. (2024). Where did pre-service teachers, teachers, and the general public learn neuromyths? Insights to support teacher training. Trends in Neuroscience and Education, 100235. https://doi.org/10.1016/j.tine.2024.100235

Schmied, A., & Jamaludin, A. (2023). Neuroscience literacy in educators’ training programs in Asia: A call to action. IBRO Neuroscience Reports, 15, 348–354. https://doi.org/10.1016/j.ibneur.2023.10.006 

Schreiber, E. (2024). Neuromyths and education: Knowledge about the human brain. Available at SSRN 4829528. http://dx.doi.org/10.2139/ssrn.4829528

Seccia, A., & Allee, K. (2024). Teaching–It’sa no brainer, right?: Using an assessment course to bust educators’ neuromyths. Journal of Neuroeducation, 5(1). https://doi.org/10.1344/joned.v5i1.46856

Seidenberg, M. S., Cooper Borkenhagen, M., & Kearns, D. M. (2020). Lost in translation? Challenges in connecting reading science and educational practice. Reading Research Quarterly, 55, S119-S130.  https://doi.org/10.1002/rrq.341

Simmers, K., & Davidesco, I. (2024). Neuroscience literacy and evidence-based practices in pre-service teachers: A pilot study. Trends in Neuroscience and Education, 35, 100228. https://doi.org/10.1016/j.tine.2024.100228

Smeyers, P. (2016). Neuromyths for educational research and the educational field? In P. Smeyers & M. Depaepe (Eds.), Educational research: Discourses of change and changes of discourse (pp. 71-86). Springer International Publishing. 

Snoek, A., & Horstkötter, D. (2021). Neuroparenting: the Myths and the benefits. An ethical systematic review. Neuroethics, 1-22. https://doi.org/10.1007/s12152-021-09474-8

Sullivan, K. A., Hughes, B., & Gilmore, L. (2021). Measuring educational neuromyths: Lessons for future research. Mind, Brain, and Education, 15(3), 232-238. http://doi.org/10.1111/mbe.12294

Sylvan, L. & Christodoulou, J. A. (2010). Understanding the role of neuroscience in brain-based products: A guide for educators and consumers. Mind, Brain, and Education, 4(1), 1-7. https://doi.org/10.1111/j.1751-228X.2009.01077.x

Tan, Y. S. M., & Amiel, J. J. (2022). Teachers learning to apply neuroscience to classroom instruction: Case of professional development in British Columbia. Professional Development in Education, 48(1), 70-87. http://doi.org/10.1080/19415257.2019.1689522

Tardif, E., Doudin, P. A., & Meylan, N. (2015). Neuromyths among teachers and student teachers. Mind, Brain, and Education, 9(1), 50-59. https://doi.org/10.1111/mbe.12070

Tokuhama-Espinosa, T. (2018). Neuromyths: Debunking false ideas about the brain. W.W. Norton.

Tokuhama-Espinosa, T., 2021. Neuromyths. In: Della Sala, S. (Ed.), Elsevier Encyclopedia of Behavioral Neuroscience, 3. (pp. 620–631). https://dx.doi.org/10.1016/B978-0-12-809324-5.24101-1.

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Date of last update: 14-Dec-2022 CB

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