Challenging neuromyths the effect of a neuropedagogy course on teachers' understanding of neuroscience literacy

Neuropedagogy seeks to translate neuroscience insights into effective educational practice. Yet, despite growing interest in brain research, educational neuromyths and widespread misconceptions about brain function and learning remain prevalent, limiting the meaningful integration of neuroscience in teaching. This study examined the effectiveness of the course “Neuro-pedagogy – The Biology of Learning” in reducing neuromyth beliefs and enhancing teachers’ neuroscience literacy. A total of 132 participants, including science and history teachers as well as teacher-training students, completed an online questionnaire before and after the course. The survey assessed agreement with 15 common neuromyths and knowledge of the brain using 15 general neuroscience items. Before the course, more than half of the participants endorsed five to nine neuromyths, yet fewer than half correctly answered more than six items assessing general brain knowledge. Following the course, both teacher groups showed significant reductions in incorrect and “don’t know” responses and increases in correct answers. History teachers, in particular, demonstrated a notable decrease in “don’t know” responses. Regression analyses further revealed that both “don’t know” and correct brain-knowledge responses significantly predicted neuromyth beliefs. Targeted neuroscience education can reduce, but not fully eliminate, belief in neuromyths. Importantly, general brain knowledge alone is insufficient to prevent misconceptions, underscoring the need for sustained development of neuroscience literacy in teacher education.