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Neuromyths and Their Origin Among Teachers in Quebec
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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Neuromyths: Why Do They Exist and Persist?
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Incoming claims: where this work appears in other papers’ reference lists and arguments.
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The Widespread Belief in Learning Styles
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Mechanisms of Propagation and Factors Contributing to Beliefs in Neuromyths
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In-service teachers’ neuroscience literacy in Hungary: A large-scale cross-sectional study
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Large language models outperform humans in identifying neuromyths but show sycophantic behavior in applied contexts
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Educational Neuromyths and Instructional Practices:The Case of Inclusive Education Teachers in Hong Kong
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The Persistence of Neuromyths in the Educational Settings: A Systematic Review
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Interventions to Dispel Neuromyths in Educational Settings—A Review
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“Neuromyths” and Multiple Intelligences (MI) Theory: A Comment on Gardner, 2020
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Empirical model of teachers’ neuroplasticity knowledge, mindset, and epistemological belief system
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Prevalence of neuromyths among psychology students: small differences to pre-service teachers
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The Effect of Correcting Neuromyths on Students’ and Teachers’ Later Reasoning
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USING MULTIPLE STRATEGIES TO ADDRESS NEUROMYTHS IN PRESERVICE TEACHERS
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Results from year two of a brain development unit with preservice teachers
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Du cerveau à la classe, un pont toujours aussi loin ?
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Les discours de vulgarisation. De leur élaboration et leur circulation à leur place dans la culture professionnelle des enseignants
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The Prevalence of Neuromyths among Chinese Adults
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Oakley, B., Ragowsky, B., & Sejnowski, T. J. (2021). Uncommon sense teaching: Practical insights in brain science to help students learn
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