The Danger of Partial Understanding: Neuroscience Literacy and Neuromyths

• In Event: 66.041 - Epistemological Considerations in Defining the Pragmatics of Educational Neuroscience

Abstract

This paper describes research conducted to determine the relationship between teachers’ neuroscience literacy and beliefs in neuromyths. A survey instrument was created for a larger study and the survey was sent out to a sample of 4,519 Pennsylvania teachers. Of those teachers, 118 completed the survey and the results were analyzed using descriptive and correlational statistics. The results show that there is a positive, moderate, and statistically significant relationship between neuroscience literacy and beliefs in neuromyths (r(106)=.118, p =.448). This trend appeared to reverse when teachers became highly neuroscience literate, implying that once teachers had a comprehensive foundation of knowledge in the brain sciences, the effect was weaker. The implications for teacher preparation programs are discussed.

Authors

• Alexandra Lynn Murtaugh, Johns Hopkins University

• Ranjini Mahinda JohnBull, Johns Hopkins University