Identifying the prevalence of neuromyths among Iranian teacher-students

Along with the tremendous advances that have been made in recent years in the exploration of the neural mechanisms underlying learning, memory, reasoning, emotion, and other cognitive processes, there has been a strong desire to apply this knowledge to improve educational policies and practices. While there is seen such a growing desire by educators, teachers, policymakers and other educational agents, some neuromyths have become common. The present study aims to identify the prevalent neuromyths among teacher-students of Farhangian University. Participants were 449 teacher- students of six centers located in Tehran (180 males, 269 females), Iran. A 59-item questionnaire was used to evaluate the level of knowledge about the neuromyths among participants. The results showed that 8 of neuromyths are the most prevalent among teacher- students. These misunderstandings included: to differentiate curriculum and instruction according to the preferred sensory learning style of individuals; to improve literacy skills through exercises that rehearse co-ordination of motor perception skills; to differentiate curriculum and instruction based on hemisphere dominance (left brain, right brain); to improving attention through the brain gym; to learn the second language after learning the native language; to assimilate human memory with computer; to enhance the mental capacity of children using omega-3 supplements; to improve academic performance through fatty acid supplements (omega 3 and 6). Overall, the results of this study indicate the widespread prevalence of neuromyths among teacher-students, and it is suggested that appropriate policies be taken to promote teacher-student's literacy about the valid educational applications of brain research.