Teachers often face situations that require them to apply knowledge about the mind and brain to education. Past studies have indicated that even if teachers show interest in cognitive neuroscience, they show high rates of adhesion to neuromyths. In the most commonly used questionnaire, however, respondents do not compare neuromyths and correct information based on neuroscience. The present study proposes a multiple‐choice questionnaire that presents scenarios occurring in school. The most commonly used and the new questionnaire were administered to 174 Italian teachers. In the most commonly used questionnaire, teachers generally had the same likelihood of accepting neuromyths as the literature reports. In the new questionnaire, the levels of both general knowledge and beliefs about neuromyths were significantly lower. Moreover, it suggests that teachers' adhesion to neuromyths in realistic situations does not match their explicit beliefs. Thus, the present research proposes that the use of questions based on feasible scenarios is a useful method to assess neuromyths.

中文翻译：

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一种评估意大利教师关于心智和大脑的知识，信念和神经神话的新方法

老师经常遇到需要他们将思想和大脑知识应用到教育中的情况。过去的研究表明，即使教师对认知神经科学表现出兴趣，他们对神经神话的依附率也很高。但是，在最常用的调查表中，受访者没有比较神经神话，也没有根据神经科学来纠正信息。本研究提出了多项选择调查表，介绍了学校中发生的情况。最常用和最新的调查表已向174名意大利教师进行了问卷调查。在最常用的问卷中，教师接受神经神话的可能性通常与文献报道相同。在新的调查表中，有关神经神话的一般知识和信念水平均大大降低。此外，这表明在现实情况下教师对神经神话的依从性与他们的明确信念不符。因此，本研究提出基于可行方案的问题的使用是评估神经神话的有用方法。