Mechanisms of Propagation and Factors Contributing to Beliefs in Neuromyths

Abstract

The learning styles myth propagates via a complex web of individuals, resources, and organizations. Academic journals, which represent a source of new information, contain articles where learning style theories are inaccurately portrayed as empirically valid. Media outlets and non-experts share free or low-cost learning styles resources with students, parents, and teachers. Other resources are created and sold for commercial gain. Students learn about learning styles via academic centers and university libraries, textbooks, and educators. Teachers learn about learning styles from training in teacher’s college, from colleagues, or from administrators. Learning styles and other neuromyths thrive because of a general enthusiasm for explanations that weave in neuroscience jargon in the absence for a fuller understanding of neuroscientific knowledge to judge the quality of presented evidence. Furthermore, neuroscientific applications to education are somewhat limited, partly due to barriers between researchers and educators. Educators striving towards evidence-based practice often face a user paywall to peer-reviewed research. Several cognitive and emotional biases further contribute to belief in learning styles and other neuromyths. Learning styles theory is particularly appealing because of the underlying assumption that every child can succeed with the correct instruction method. Understanding methods of propagation and factors contributing to belief provides the necessary ammunition to restrain and eliminate the learning styles myth.KeywordsLearning stylesNeuromythsTeachersEducationNeuroscienceStudents