Neuromyths in Greek primary teachers and their sources

Abstract

This study examines the prevalence and sources of neuromyths among primary school teachers in Greece, focusing on misconceptions related to neuroscience and their implications for educational practices. Through a questionnaire, we collected data from teachers to identify common neuromyths and explored their sources, including educational materials, professional development programs, and media representations. The findings reveal significant gaps in understanding of basic neuroscience, echoing trends observed in research conducted in other contexts and countries. This article contributes to the ongoing discourse on the impact of neuromyths in education and highlights the importance of enhancing awareness and understanding among educators.