Despite efforts to used fact-based approaches in education, teachers and the public may be incorrect on core assumptions that influence the way educational material is presented.

In a new study, researchers from the University of Bristol wanted to show that educators often fail to heed their own advice as they make assumptions and use methods that are not evidence-based.

The neuroscientists believe teachers innocently adopt or use strategies that they believe are based on emerging neuroscience findings.

The report blames wishfulness, anxiety, and a bias towards simple explanations as typical factors that distort neuroscientific fact into neuromyth.

Teachers in the U.K., Holland, Turkey, Greece, and China were presented with seven statements and were asked if they were true.

–  Senior News Editor

via Neuroscience Mythology Hampers Teaching | Psych Central News.