On the public citation graph
The Impact of a Modified Initial Teacher Education on Challenging Trainees' Understanding of Neuromyths
0 signed · 100 inferred · view as graph
Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.
Is this your work? Sign in with ORCID and put your name on the
claims that are yours.
Reference health. See whether every reference in this work resolves to a
known work and none has been retracted — and get a dated CiteStamped
badge you can embed.
What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1002/(sici)1098-237x(200001)84:1<71::aid-sce6>3.0.co;2-copenalex-snapshot
Scientific literacy: A conceptual overview
inferredcites →https://doi.org/10.1007/s10648-012-9210-2openalex-snapshot
The Value of Applied Research: Retrieval Practice Improves Classroom Learning and Recommendations from a Teacher, a Principal, and a Scientist
inferredcites →https://doi.org/10.1007/s40692-015-0036-zopenalex-snapshot
A systematic literature review of design-based research from 2004 to 2013
inferredcites →https://doi.org/10.1016/j.sbspro.2015.01.1091openalex-snapshot
Teachers’ Understanding about the Brain in East China
inferredcites →https://doi.org/10.1016/j.sbspro.2015.01.1133openalex-snapshot
The Neuroscience Literacy of Teachers in Greece
inferredcites →https://doi.org/10.1016/j.sbspro.2015.01.858openalex-snapshot
Primary and Secondary School Teachers’ Knowledge and Misconceptions about the Brain in Turkey
inferredcites →https://doi.org/10.1023/a:1022665519862openalex-snapshot
Individual and Sociocultural Views of Learning in Science Education
inferredcites →https://doi.org/10.1037/0033-295x.95.2.256openalex-snapshot
A social-cognitive approach to motivation and personality.
inferredcites →https://doi.org/10.1038/nn.3672openalex-snapshot
Neuroscience and education: prime time to build the bridge
inferredcites →https://doi.org/10.1038/nrn1907openalex-snapshot
Neuroscience and education: from research to practice?
inferredcites →https://doi.org/10.1038/nrn3817openalex-snapshot
Neuroscience and education: myths and messages
inferredcites →https://doi.org/10.1080/03054985.2015.1017406openalex-snapshot
The contribution of educational research to teachers’ professional learning: philosophical understandings
inferredcites →https://doi.org/10.1080/10508406.2018.1440353openalex-snapshot
What Do We Teach When We Teach the Learning Sciences? A Document Analysis of 75 Graduate Programs
inferredcites →https://doi.org/10.1111/bjep.12162openalex-snapshot
Extending the seductive allure of neuroscience explanations effect to popular articles about educational topics
inferredcites →https://doi.org/10.1111/j.1751-228x.2012.01141.xopenalex-snapshot
Neuromyths: Why Do They Exist and Persist?
inferredcites →https://doi.org/10.1111/jcpp.12973openalex-snapshot
Annual Research Review: Educational neuroscience: progress and prospects
inferredcites →https://doi.org/10.1111/mbe.12070openalex-snapshot
Neuromyths Among Teachers and Student Teachers
inferredcites →https://doi.org/10.1111/mbe.12086openalex-snapshot
Educational Neuromyths Among Teachers in Latin America
inferredcites →https://doi.org/10.1111/mbe.12119openalex-snapshot
Misconceptions Regarding the Brain: The Neuromyths of Preservice Teachers
inferredcites →https://doi.org/10.1111/mbe.12193openalex-snapshot
Neuromyths and Their Origin Among Teachers in Quebec
inferredcites →https://doi.org/10.1162/jocn.2008.20040openalex-snapshot
The Seductive Allure of Neuroscience Explanations
inferredcites →https://doi.org/10.1177/1745691618804180openalex-snapshot
The Choice to Make a Difference
inferredcites →https://doi.org/10.13140/rg.2.1.5101.8967openalex-snapshot
BUILDING EVIDENCE INTO EDUCATION
inferredcites →https://doi.org/10.1371/journal.pone.0192163openalex-snapshot
Taking an educational psychology course improves neuroscience literacy but does not reduce belief in neuromyths
inferredcites →https://doi.org/10.15730/books.100openalex-snapshot
Knowledge and the Study of Education: an international exploration
inferredcites →https://doi.org/10.1787/9789264029132-enopenalex-snapshot
Understanding the Brain: The Birth of a Learning Science
inferredcites →https://doi.org/10.3102/00028312042001153openalex-snapshot
Can Teacher Education Make a Difference?
inferredcites →https://doi.org/10.3102/0013189x031007015openalex-snapshot
Evidence-Based Education Policies: Transforming Educational Practice and Research
inferredcites →https://doi.org/10.3102/0013189x032001009openalex-snapshot
Design Experiments in Educational Research
inferredcites →https://doi.org/10.3102/0013189x13499403openalex-snapshot
Infusing Neuroscience Into Teacher Professional Development
inferredcites →https://doi.org/10.31235/osf.io/tsdwyopenalex-snapshot
Does growth mindset improve children’s IQ, educational attainment or response to setbacks? Active-control interventions and data on children’s own mindsets
inferredcites →https://doi.org/10.3389/fnhum.2016.00496openalex-snapshot
Neuromyths in Education: Prevalence among Spanish Teachers and an Exploration of Cross-Cultural Variation
inferredcites →https://doi.org/10.3389/fnhum.2019.00020openalex-snapshot
Pre-service Science Teachers’ Neuroscience Literacy: Neuromyths and a Professional Understanding of Learning and Memory
inferredcites →https://doi.org/10.3389/fpsyg.2012.00429openalex-snapshot
Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers
inferredcites →https://doi.org/10.3389/fpsyg.2016.00350openalex-snapshot
Retrieval-Based Learning: Positive Effects of Retrieval Practice in Elementary School Children
inferredcites →https://doi.org/10.3389/fpsyg.2016.00377openalex-snapshot
A Bridge Too Far – Revisited: Reframing Bruer’s Neuroeducation Argument for Modern Science of Learning Practitioners
inferredcites →https://doi.org/10.3389/fpsyg.2017.00804openalex-snapshot
Brain Knowledge and the Prevalence of Neuromyths among Prospective Teachers in Greece
inferredcites →https://doi.org/10.3389/fpsyg.2017.01314openalex-snapshot
Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths
inferredcites →https://doi.org/10.3389/fpsyg.2018.01666openalex-snapshot
On the Irrelevance of Neuromyths to Teacher Effectiveness: Comparing Neuro-Literacy Levels Amongst Award-Winning and Non-award Winning Teachers
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.1007/978-3-031-11371-0_8openalex-snapshot
Applying Eye-Tracking Technology in the Field of Entrepreneurship Education
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2024.102269openalex-snapshot
Revising teacher candidates’ beliefs and knowledge of the learning styles neuromyth
inferred← citeshttps://doi.org/10.1016/j.ibneur.2023.10.006openalex-snapshot
Neuroscience literacy in educators’ training programs in Asia: A call to action
inferred← citeshttps://doi.org/10.1016/j.psfr.2024.03.003openalex-snapshot
Comment passer de la diffusion des neuromythes à l’adoption de pratiques fondées sur des données probantes en éducation ?
inferred← citeshttps://doi.org/10.1016/j.psicod.2022.04.001openalex-snapshot
Los efectos de un programa de formación docente en neuroeducación en la mejora de las competencias lectoras, matemática, socioemocionales y morales de estudiantes de secundaria. Un estudio cuasi-experimental de dos años
inferred← citeshttps://doi.org/10.1016/j.psicoe.2022.04.002openalex-snapshot
The effects of a teacher training program on neuroeducation in improving reading, mathematical, social, emotional and moral competencies of secondary school students. A two-year quasi-experimental study
inferred← citeshttps://doi.org/10.1016/j.tate.2026.105400openalex-snapshot
Neuromyths in education: Comparing perceptions between pre-service and in-service teachers
inferred← citeshttps://doi.org/10.1016/j.tine.2021.100157openalex-snapshot
A scoping review of research on neuroscience training for teachers
inferred← citeshttps://doi.org/10.1016/j.tine.2022.100192openalex-snapshot
Tenacious educational neuromyths: Prevalence among teachers and an intervention
inferred← citeshttps://doi.org/10.1016/j.tine.2024.100221openalex-snapshot
Educational neuromyths and instructional practices: The case of inclusive education teachers in Hong Kong
inferred← citeshttps://doi.org/10.1016/j.tine.2024.100228openalex-snapshot
Neuroscience literacy and evidence-based practices in pre-service teachers: A pilot study
inferred← citeshttps://doi.org/10.1016/j.tine.2024.100235openalex-snapshot
Where did pre-service teachers, teachers, and the general public learn neuromyths? Insights to support teacher training
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100249openalex-snapshot
In-service teachers’ neuroscience literacy in Hungary: A large-scale cross-sectional study
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100255openalex-snapshot
Large language models outperform humans in identifying neuromyths but show sycophantic behavior in applied contexts
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100269openalex-snapshot
Do neuroscience knowledge and attitudes differ across pre-service and in-service teacher groups? Evidence from teacher education programs in China
inferred← citeshttps://doi.org/10.1057/s41599-023-02412-4openalex-snapshot
Prevalence of neuromyths among students and pre-service teachers
inferred← citeshttps://doi.org/10.1080/00071005.2023.2245438openalex-snapshot
The Enactment Of Cognitive Science Informed Approaches In The Classroom - Teacher Experiences And Contextual Dimensions
inferred← citeshttps://doi.org/10.1080/09500693.2024.2415094openalex-snapshot
Dissecting neuromyths in education: an analysis of educators, students, and parents in Taiwan
inferred← citeshttps://doi.org/10.1111/bjep.12727openalex-snapshot
Why does the brain matter for education?
inferred← citeshttps://doi.org/10.1111/cogs.13047openalex-snapshot
A Slippery Myth: How Learning Style Beliefs Shape Reasoning about Multimodal Instruction and Related Scientific Evidence
inferred← citeshttps://doi.org/10.1111/mbe.12250openalex-snapshot
Towards Greater Collaboration in Educational Neuroscience: Perspectives From the 2018 Earli‐SIG22 Conference
inferred← citeshttps://doi.org/10.1111/mbe.12254openalex-snapshot
Professional Development on the Science of Learning and teachers' Performative Thinking—A Pilot Study
inferred← citeshttps://doi.org/10.1111/mbe.12294openalex-snapshot
Measuring Educational Neuromyths: Lessons for Future Research
inferred← citeshttps://doi.org/10.1111/mbe.12303openalex-snapshot
Neuromyths About Neurodevelopmental Disorders: Misconceptions by Educators and the General Public
inferred← citeshttps://doi.org/10.1111/mbe.70001openalex-snapshot
Investigating Learning in Educational Contexts: Methodological Challenges and Potential Solutions in the Field of Mind, Brain and Education
inferred← citeshttps://doi.org/10.1111/mbe.70010openalex-snapshot
Predictors of Teachers' Knowledge of Educational Neuroscience: A Role for Formal Training
inferred← citeshttps://doi.org/10.1177/00986283221129193openalex-snapshot
Myths of Popular Psychology Among University Students and Teachers: Does Training in Psychology Reduce Belief in Myths?
inferred← citeshttps://doi.org/10.1177/13654802261432037openalex-snapshot
From Learning-Style Neuromyths to AI-Enabled Personalisation for Teacher Preparation
inferred← citeshttps://doi.org/10.1177/25902547251356047openalex-snapshot
Bringing the Brain Into Teacher Education: Supporting Neurotechnology Adoption and Effective Teaching in China
inferred← citeshttps://doi.org/10.1186/s40594-022-00333-3openalex-snapshot
Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses
inferred← citeshttps://doi.org/10.1344/joned.v5i1.46856openalex-snapshot
Teaching – It’s a No Brainer, Right?: Using an Assessment Course to Bust Educators’ Neuromyths
inferred← citeshttps://doi.org/10.14221/ajte.2020v45n10.6openalex-snapshot
Prevalence, Predictors and Sources of Information Regarding Neuromyths in an Australian Cohort of Preservice Teachers
inferred← citeshttps://doi.org/10.1515/nf-2020-0006openalex-snapshot
Misconceptions about neuroscience – prevalence and persistence of neuromyths in education
inferred← citeshttps://doi.org/10.15390/eb.2020.8456openalex-snapshot
Determining Biology Teachers' Neuromyths and Knowledge About Brain Functions
inferred← citeshttps://doi.org/10.15460/eder.6.3.1850openalex-snapshot
Design-based research as a research methodology in teacher and social education – a scoping review
inferred← citeshttps://doi.org/10.21449/ijate.1566093openalex-snapshot
Construction and validation of a multilingual diagnostic instrument for neuromyths and their origins
inferred← citeshttps://doi.org/10.23882/ne2143openalex-snapshot
O mito do ensino por estilos de aprendizagem: qual a perceção de diferentes profissionais em contexto escolar?
inferred← citeshttps://doi.org/10.31234/osf.io/jycseopenalex-snapshot
Educational Neuromyths and Instructional Practices:The Case of Inclusive Education Teachers in Hong Kong
inferred← citeshttps://doi.org/10.3389/feduc.2021.665752openalex-snapshot
Review on the Prevalence and Persistence of Neuromyths in Education – Where We Stand and What Is Still Needed
inferred← citeshttps://doi.org/10.3389/feduc.2026.1782074openalex-snapshot
Effects of a neuroscience-informed universal design for learning training on the development of inclusive teaching competencies: a quasi-experimental study
inferred← citeshttps://doi.org/10.3389/fpsyg.2020.591923openalex-snapshot
The Persistence of Neuromyths in the Educational Settings: A Systematic Review
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.719692openalex-snapshot
Interventions to Dispel Neuromyths in Educational Settings—A Review
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.737136openalex-snapshot
Looking for the Brain Inside the Initial Teacher Training and Outreach Books in Portugal
inferred← citeshttps://doi.org/10.3390/brainsci12070811openalex-snapshot
Effect of a Science of Learning Course on Beliefs in Neuromyths and Neuroscience Literacy
inferred← citeshttps://doi.org/10.3390/educsci13050466openalex-snapshot
Effects of a Universal Design for Learning (UDL) Training Course on the Development Teachers’ Competences: A Systematic Review
inferred← citeshttps://doi.org/10.3390/jintelligence11020031openalex-snapshot
The Prevalence of Educational Neuromyths among Hungarian Pre-Service Teachers
inferred← citeshttps://doi.org/10.36315/2023inpact119openalex-snapshot
USING MULTIPLE STRATEGIES TO ADDRESS NEUROMYTHS IN PRESERVICE TEACHERS
inferred← citeshttps://doi.org/10.36315/2024inpact034openalex-snapshot
Results from year two of a brain development unit with preservice teachers
inferred← citeshttps://doi.org/10.3917/bupsy.579.0065openalex-snapshot
Cognitive science for middle school students academic success: Benefits of a metacognitive pedagogical program focused on brain and cognitive functioning in learning
inferred← citeshttps://doi.org/10.53841/bpsdev.2022.1.96.7openalex-snapshot
Busting neuromyths about special educational needs
inferred← citeshttps://doi.org/10.56383/runc9656openalex-snapshot
Contexts of educational neuroscience
inferred← citeshttps://doi.org/10.56383/zevv4282openalex-snapshot
Brain development and maturation in the context of learning
inferred← citeshttps://doi.org/10.58304/ijts.250622openalex-snapshot
“You're not too old for learning": Exploring EFL Teachers' Developing Practices and Cognitions about Neuroscience
inferred← citeshttps://doi.org/10.6084/m9.figshare.19159114openalex-snapshot
Additional file 1 of Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses
inferred← citeshttps://doi.org/10.61882/shefa.13.4.74openalex-snapshot
Compiling an Educational Neuroscience Training Program for Pre-Service and In-Service Teachers
inferred← citeshttps://doi.org/10.70675/eba4fa52z9c43z4580z8929z266f0f4750e4openalex-snapshot
Les sciences cognitives au service de la réussite scolaire des collégiens : bénéfices d'un programme pédagogique métacognitif axé sur le fonctionnement cérébral et cognitif dans les apprentissages
inferred← citeshttps://doi.org/10.7752/jpes.2024.07190openalex-snapshot
Neuromyths about movement and the brain: debunking misconceptions
inferred← citeshttps://doi.org/10.9779/pauefd.1559967openalex-snapshot
Nöroeğitim Çalışmalarına Kapsamlı Bir Bakış
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.