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Journals / Eğitimde Kuram ve Uygulama / 2026 / Cilt: 19 Sayı: 1

Neuromyths in Education

Eğitimde Nöromitler

Tuğba Ulusoy(BURDUR MEHMET AKİF ERSOY ÜNİVERSİTESİ)0000-0002-6617-8296
Selda Bakır(MEHMET AKİF ERSOY ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0002-2169-2910
Seraceddin Levent Zorluoğlu(SÜLEYMAN DEMİREL ÜNİVERSİTESİ)0000-0002-8958-0579
Pages
74–82
Publication Date
2023-06-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The purpose of this article is to give information about the causes of neuromyths, the importance of neuromyths in education, and how to eliminate neuromyths, by looking at neuromyths that cause problems in education from an educational point of view.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Despite a growing interest in the field of neuroeducation, it is widely accepted that attempts to establish interdisciplinary links between education and neuroscience can also lead to misunderstanding and miscommunication.
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Key Findings & Data:Errors arising from misreading, misunderstanding or misquoting information about the brain and its functions are called neuromyths.
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Conclusion & Impact:The purpose of this article is to give information about the causes of neuromyths, the importance of neuromyths in education, and how to eliminate neuromyths, by looking at neuromyths that cause problems in education from an educational point of view.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Nöromit · eğitimde nöromitler · eğitsel nöromitler

Abstract

Despite a growing interest in the field of neuroeducation, it is widely accepted that attempts to establish interdisciplinary links between education and neuroscience can also lead to misunderstanding and miscommunication. Errors arising from misreading, misunderstanding or misquoting information about the brain and its functions are called neuromyths. Educational neuromyths, on the other hand, are defined as widely accepted erroneous beliefs that contribute to pseudo-scientific practices in educational settings, resulting from a misunderstanding of neuroscience. Neuromyths seen as a problem existing in educational environments for many reasons such as causing false truths in education and training, causing ineffective teaching, wasting important resources such as effort, time and money to be used for effective teaching practices, negatively affecting the reliability of the teaching profession and neuroscience research. For this reason, it is stated that neuromyths should be detected and eliminated. The purpose of this article is to give information about the causes of neuromyths, the importance of neuromyths in education, and how to eliminate neuromyths, by looking at neuromyths that cause problems in education from an educational point of view.

Özet

Nöroeğitim alanına giderek artan bir ilgi olmasına rağmen, eğitim ve nörobilim arasında disiplinler arası bağlantılar kurma girişimlerinin, yanlış anlama ve yanlış iletişime de neden olabileceği yaygın olarak kabul edilmektedir. Beyin ve işlevleri hakkındaki bilgilerin yanlış okunması, yanlış anlaşılması ya da yanlış alıntılanmasından kaynaklanan yanılgılara nöromit denir. Eğitsel nöromitler ise, eğitim ortamlarında sözde bilimsel uygulamalara katkıda bulunan, nörobilimin yanlış anlaşılması ile ortaya çıkan ve yaygın olarak kabul edilen hatalı inançlar olarak tanımlanmaktadır. Nöromitlerin, eğitim ve öğretimde yanlış doğrulara neden olma, etkisiz öğretime yol açma, etkili öğretim uygulamaları için kullanılacak çaba, zaman ve para gibi önemli kaynakların boşa harcanmasına neden olma, öğretmenlik mesleğinin ve nörobilim araştırmalarının güvenilirliğini olumsuz yönde etkileme gibi birçok nedenden dolayı eğitim ortamlarında var olmaları problem olarak görülmektedir. Bu nedenle nöromitlerin tespit edilmesi ve ortadan kaldırılması gerektiği belirtilmektedir. Bu makalenin amacı eğitimde var olmaları problem yaratan nöromitlere eğitsel açıdan bakarak, nöromitlerin sebepleri, nöromitlerin eğitimdeki önemi ve nöromitlerin nasıl giderileceği konuları hakkında bilgi vermektir.

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Cite This Article

Ulusoy, T., Bakır, S., Zorluoğlu, S. L. (2023). Neuromyths in Education. Eğitimde Kuram ve Uygulama, Cilt: 19 Sayı: 1, 74–82. https://doi.org/10.17244/eku.1256588

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