Abstract

Learning educational psychology enhances one's understanding of neuroscience, but it does not diminish one's belief in neuromyths.

Author(s): Daniel Adrian

However, their enthusiasm for the brain frequently outpaces their comprehension of the brain. We propose that educational psychology can function as a link between educational practice and fundamental neuroscience and psychology research. A sample of South Korean pre-service teachers' beliefs about neuromyths and neuroscience were compared to those of those who had taken an educational psychology course. Taking a course in educational psychology was found to increase one's understanding of neuroscience, but it had no effect on one's belief in neuromyths. We think about how these and other study findings could be used to change educational psychology courses and textbooks to make it easier to understand neuroscience.