Educational myths about brain and mind

In recent years, interest in incorporating neuroscience and cognitive science research data into educational theory, practice, and policy has grown. This approach offers evidence-based insights relevant to teachers' professional development. However, transferring scientific results accurately remains challenging, resulting in persistent gaps and frequent misconceptions in classrooms at all levels. This study aims to investigate the prevalence of preservice teachers' misconceptions about brain and mind related to learning and the factors predicting susceptibility to myths. Overall, our results indicate that myths about the brain and mind are both widespread among preservice teachers. Additionally, the present findings reveal significant associations between the endorsement of neuromyths and myths about mind with various factors, experiential engagement being the most important. Our study demonstrates that an integrative research approach, analyzing key factors from neuroeducation and psychology, can provide detailed insights into what predicts and sustains teachers' misconceptions about learning.