Debunking the Neuromyth of Learning Style

Abstract

Neuromyths are an important issue in the context of the educational practice, as the misunderstanding of teachers about how the human brain works lead to educational interventions that can have a negative impact on learning. In this study, neuromyths and the problems leading to education are initially defined and identified. Then, following the presentation of the qualitative study, the findings of the case study conducted on high school students regarding the neuromyth of learning styles were highlighted. From the findings, it seems that although learners may indicate or argue that they fit a particular learning style, it is not shown that they learn better with the preferred learning style. In addition, it appears from the findings of the study that learning through multiple representations is an educational practice that contributes to learning. The above highlights the need to train in-service teachers and educate prospective teachers in the principles of educational neuroscience, so that their educational interventions can have a positive impact on students' learning.

Keywords: Learning styles; Neuromyths; Neuroscience; Research.