Prevalence and predictors of educational neuromyths among teachers working with gifted students

Abstract

Abstract: Educational neuromyths—misconceptions about brain function and learning—continue to persist among educators despite advances in neuroscience and science communication. This study investigated the prevalence of such myths among 454 teachers working in Science and Art Centers (BILSEMs) across Turkey, which are specialized after-school programs for gifted learners. Participants completed a survey including 15 neuromyth statements and 15 scientifically accurate brain knowledge assertions, alongside questions about their background, self-assessed competence, and professional development experiences. Descriptive analyses revealed that over half of the participants endorsed seven or more neuromyths, with the most believed myths relating to learning styles, enriched environments, and hemispheric dominance. Other factors, including gender and teaching experience, were not significantly associated with the endorsement of neuromyths or the understanding of brain-related concepts. Multiple regression analyses indicated that greater knowledge about the brain does not necessarily reduce belief in neuromyths. Additionally, general brain knowledge was positively associated with reading popular science materials and self-perceived competence, while showing a weak negative association with teaching experience. These findings underscore the pressing need for targeted neuroscience literacy initiatives within teacher education programs, especially for educators working with gifted students, who are frequently believed to possess distinct neurological characteristics. Correcting these misconceptions is crucial for fostering the implementation of evidence-based practices in gifted education.