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Neuromyths Among Teachers and Student Teachers
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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Neuromythologies in education
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The Impact of Personal Theorizing on Beginning Teaching: Experiences of Three Social Studies Teachers
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VAK or VAK‐uous? Towards the trivialisation of learning and the death of scholarship
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Neuromyths: Why Do They Exist and Persist?
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Teacher Perceptions of NeuroEducation: A Mixed Methods Survey of Teachers in the United States
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What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Tenacious educational neuromyths: Prevalence among teachers and an intervention
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Neuromyths: Misconceptions about neurodevelopment by Italian teachers.
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Educational neuromyths and instructional practices: The case of inclusive education teachers in Hong Kong
inferred← citeshttps://doi.org/10.1016/j.tine.2024.100235openalex-snapshot
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Large language models outperform humans in identifying neuromyths but show sycophantic behavior in applied contexts
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Prevalence of educational myths among Ecuadorian teachers
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Prevalence of neuromyths among students and pre-service teachers
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Learning Styles Are Out of Style: Shifting to Multimodal Learning Experiences
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Lead Kindly Light: Neurodiversity, Autism, and Good Governance
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inferred← citeshttps://doi.org/10.3389/fpsyg.2017.00804openalex-snapshot
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inferred← citeshttps://doi.org/10.3389/fpsyg.2020.577738openalex-snapshot
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inferred← citeshttps://doi.org/10.3389/fpsyg.2020.591923openalex-snapshot
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inferred← citeshttps://doi.org/10.3390/brainsci12060734openalex-snapshot
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inferred← citeshttps://doi.org/10.3390/brainsci12070811openalex-snapshot
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inferred← citeshttps://doi.org/10.36315/2024inpact034openalex-snapshot
Results from year two of a brain development unit with preservice teachers
inferred← citeshttps://doi.org/10.4067/s0718-07052017000300020openalex-snapshot
Neuromitos de los profesores chilenos: orígenes y predictores
inferred← citeshttps://doi.org/10.46827/ejes.v10i3.4688openalex-snapshot
IS THERE A LEARNING TYPE?! REVISITING LEARNING-STYLES THEORY IN VIEW OF LEARNING AND EMOTION
inferred← citeshttps://doi.org/10.53660/clm-793-23a48openalex-snapshot
Teacher’s work in neuroscience and education research
inferred← citeshttps://doi.org/10.53841/bpsecp.2016.33.1.8openalex-snapshot
The emergence of neuroscientific evidence on brain plasticity: Implications for educational practice
inferred← citeshttps://doi.org/10.54097/ehss.v8i.4536openalex-snapshot
The Prevalence of Neuromyths among Chinese Adults
inferred← citeshttps://doi.org/10.54104/papeles.v10n20.533openalex-snapshot
Neurociencias y educación: brechas, desafíos y perspectivas
inferred← citeshttps://doi.org/10.5539/elt.v17n9p1openalex-snapshot
Dissecting Neuromyths – Bridging the Gap between Education and Neuroscience in EFL Pedagogy
inferred← citeshttps://doi.org/10.5617/nordina.2436openalex-snapshot
Two bridges between biology and learning
inferred← citeshttps://doi.org/10.56383/runc9656openalex-snapshot
Contexts of educational neuroscience
inferred← citeshttps://doi.org/10.58830/ozgur.pub238openalex-snapshot
Eğitimde Güncel Araştırmalar- II
inferred← citeshttps://doi.org/10.58830/ozgur.pub238.c1001openalex-snapshot
Öğretmenlerin Çok Kültürlü Eğitim Öz-Yeterliğinin Yordayıcıları: TALIS 2018 Türkiye Örneklemi
inferred← citeshttps://doi.org/10.58830/ozgur.pub238.c1002openalex-snapshot
Sınıf Öğretmenlerinin Düşünme Stilleri ile Sınıf Yönetim Stilleri Arasındaki İlişkinin İncelenmesi
inferred← citeshttps://doi.org/10.58830/ozgur.pub238.c1101openalex-snapshot
Bütünleştirilmiş Öğretim Yaklaşımı
inferred← citeshttps://doi.org/10.58830/ozgur.pub238.c995openalex-snapshot
An Examination of the English Language Teaching (ELT) Curriculum in Two Asian Nations
inferred← citeshttps://doi.org/10.58830/ozgur.pub238.c996openalex-snapshot
Beyond known and unknown: Is language learning a set of habits?
inferred← citeshttps://doi.org/10.58830/ozgur.pub238.c997openalex-snapshot
The Human Aspect of Teaching: A Case Study on Teacher-Student Rapport
inferred← citeshttps://doi.org/10.58830/ozgur.pub238.c998openalex-snapshot
Matematiksel Modelleme Sürecinde Epistemik Eylemlerin İşe Koşulması
inferred← citeshttps://doi.org/10.58995/redlic.rmic.v4.n2.a210openalex-snapshot
Concepciones docentes en la educación superior y su desmitificación
inferred← citeshttps://doi.org/10.6018/reifop.614351openalex-snapshot
La falsa Neuroeducación: Descubriendo mitos en la formación inicial de los educadores
inferred← citeshttps://doi.org/10.7202/1054067aropenalex-snapshot
L’utilité des « styles d’apprentissage » VAK (visuel, auditif, kinesthésique) en éducation : entre l’hypothèse de recherche et le mythe scientifique
Editorial review for independent work. ICSAC — the Institute for Complexity
Science and Advanced Computing — runs a structured editorial panel for researchers
publishing outside journals, and publishes on CiteStamp rails. Submission is free
and goes through ORCID: icsacinstitute.org/submit.