Abstract
There is concern amongst neuroscientists and educators about the prevalence of neuromyths in education, which are often associated with poor or unevaluated practices in the classroom. The present study surveyed 217 primary and secondary school teachers in Greece. Analysis revealed that Greek school teachers held many misconceptions about concepts related to brain-based educational programs that have been observed elsewhere in Europe. These include believing that differences in hemispheric dominance (left brain, right brain) can help explain individual differences amongst learners, and the effectiveness of teaching to learning styles. However, international comparison with other studies also revealed some interesting differences reflecting the influence of cultural forces on teachers’ ideas about brain function. For example, teachers in Greece appear to possess a more complex construction of the mind-brain relationship than observed in the UK and Netherlands, with most considering that this relationship is mediated by the soul. A relationship was also observed between attributing educational outcomes to genetics and a belief in a biological limit to student achievement.
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