ABSTRACT Misconceptions about the brain and its relation to education are widespread. This can lead to the implementation of ineffective methods and the waste of precious resources. To examine the extent of belief in neuromyths, a survey about the brain in education was conducted. Respondents (n = 169) came from special education (n = 83) and general education (n = 78), and included preservice teachers (n = 34), in-service teachers (n = 63), higher education faculty (n = 39), and educational leaders (n = 33). The survey contained 15 Myths and 18 Facts, and overall, participants were able to correctly identify approximately 66% of all the Facts. On the other hand, on average, respondents responded correctly for only one third of the Myths. The most commonly misidentified Myths were related to motor coordination exercises to improve literacy skills, the right brain-left brain myth, and learning styles. Higher education faculty were able to identify more Myths than any other group. Implications for teacher preparation and ongoing professional learning for teachers and educational leaders are discussed.

中文翻译：

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大脑和美国的教育系统：神经神话的永存

摘要关于大脑及其与教育的关系的误解很普遍。这可能导致实施无效的方法并浪费宝贵的资源。为了检查人们对神经神话的信仰程度，对教育中的大脑进行了一项调查。受访者（n = 169）来自特殊教育（n = 83）和通识教育（n = 78），其中包括职前教师（n = 34），在职教师（n = 63），高等教育学院（n = 39）和教育领袖（n = 33）。该调查包含15个神话和18个事实，总体而言，参与者能够正确识别所有事实中的约66％。另一方面，平均而言，受访者仅对神话的三分之一做出了正确回答。最常被误解的神话与运动协调运动有关，以提高识字能力，右脑-左脑神话，以及学习风格。高等教育教师比其他任何人都能发现更多的神话。讨论了对教师准备和教师和教育领导者持续专业学习的影响。