Are You a Left or Right-Brain Type? Persistence of Neuromyths in Italian In-Service Teachers

Neuromyths remain pervasive among educators, posing risks to evidence-based pedagogical practices. This study examines the persistence of these myths among Italian in-service teachers, a group critical to effective educational delivery. A structured, anonymous survey was administered to 6679 teachers participating in the 30 CFU qualification program at Pegaso Telematic University. The survey, modeled after Dekker and Jolles (2012), assessed agreement with seven prevalent neuromyths. Alarmingly, 89.7% of participants endorsed the learning styles neuromyth, despite clear evidence refuting its validity (Kirschner, 2017). Additionally, 54.3% believed in hemispheric dominance influencing cognition, while 65.9% accepted that specific exercises could facilitate interhemispheric integration. Even the discredited claim that humans use only 10% of their brain remained prevalent (46.7%). In contrast, neuromyths related to nutrition, such as sugar intake affecting attention (46.5%) and dehydration causing brain shrinkage (23.8%), were less frequently believed. These findings highlight a significant deficit in neuroscientific literacy among teachers, which could hinder the adoption of empirically validated teaching methodologies. The persistence of such neuromyths necessitates a strategic re-evaluation of teacher training curricula to emphasize neuroscientific rigor and critical engagement with research findings. Enhancing scientific literacy within the educational workforce is imperative to mitigate the influence of neuromyths and improve instructional outcomes, aligning educational practices with contemporary neuroscience.