Determination and Examination of Neuromyths of Prospective Biology Teachers

Alper İ. S., Akpınarlı S. S., Mercan G., Köseoğlu P.

24. Internationale Frühjahrsschule der Fachsektion Didaktik der Biologie, Frankfurt, Germany, 20 - 23 March 2023, pp.40-41

  • Publication Type: Conference Paper / Summary Text
  • City: Frankfurt
  • Country: Germany
  • Page Numbers: pp.40-41
  • Hacettepe University Affiliated: Yes


Although there are many different theories and definitions of learning, learning is ultimately a set of changes that occur in the brain (HEBB, 1949; ÇEPNI & KELEŞ, 2006). Explaining the processes occurring in the brain, neural networks in the brain, neurophysiological changes, and biological factors such as attention, stress, and anxiety that affect learning together with the reasons for its formation in the brain will not only bring a broader definition to learning, but will also open new doors for learning to become more permanent (CAMPBELL, 2011). Based on all these, educational neuroscience, which is quite new in development, tries to explain learning and the factors affecting learning by presenting the data it receives from cognitive neuroscience to educational environments (KOYUNCU, 2017). With the development of the mind, brain, and education, the brain paradigms that started to progress in educational environments began to provide important perspectives to educational processes and paved the way for studies to be carried out on the transfer of neuroscience data to education (FERRARI & MCBRIDE, 2011). These subjects are referred to by different researchers as mind, brain, education, educational neuroscience, or neuro-education (ANSARI, DE SMEDT & GRABNER, 2011; SOUSA, 2011). This study aimed to determine the neuromyths of prospective biology teachers and examine their views on their existing neuromyths. The study is in the case study pattern, one of the qualitative research methods (YILDIRIM & ŞIMŞEK,2018), and was conducted with 15 prospective biology teachers studying at a state university in Ankara and selected by purposive sampling. The data collected by the semi-structured interview technique were presented by considering the questions in the interview. The data were subjected to descriptive and content analysis; analyzed by two researchers to minimize bias. According to the results, it was seen that most of the prospective biology teachers had not received any training in educational neuroscience before and they had neuromyths. The effects of neuromyths on educational processes and learning styles have a negative effect on learning outcomes as well. These results can be evaluated to provide more effective education to teacher candidates on the subject to eliminate existing neuromyths and to provide effective education in the context of educational neuroscience in schools.