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Urban Myths about Learning and Education
Abstract
Many things people commonly believe to be true about education are not supported by scientific evidence. Urban Myths about Learning and Education examines commonly held incorrect beliefs and then provides the truth of what research has shown. Each chapter examines a different myth, with sections on learning, the brain, technology, and educational policy. A final section discusses why these myths are so persistent. Written in an engaging style, the book separates fact from fiction regarding learning and education. Recognize any of these myths? • People have different styles of learning • Boys are naturally better at mathematics than girls • We only use 10% of our brains • The left half of the brain is analytical, the right half is creative • Men have a different kind of brain from women • We can learn while we are asleep • Babies become smarter if they listen to classical music These myths and more are systematically debunked, with useful correct information about the topic in question. • Debunks common myths about learning and education • Provides empirical research on the facts relating to the myths • Utilizes light-hearted, approachable language for easy reading.
... This has led educators and policymakers, to critically assess teaching approaches (Haan, 2019). Institutions increasingly emphasize learner-centered approaches, yet debates persist on whether aligning instruction with learning styles truly enhances outcomes (De Bruyckere et al., 2015Holmes, 2016;Moser & Zumbach, 2018;Rogowsky et al., 2015). Given the dynamic nature of educational research, updated, context-specific studies are essential to ensure relevance and accuracy. ...
This study aimed to describe students' learning styles and associated demographic factors to inform appropriate instructional provision in the higher education settings. Using a cross-sectional descriptive survey design, 317 students randomly selected from four universities: Arbaminch, Dilla, Wachamo, and Jinka. Active, sensing, visual, and sequential learning styles identified as the predominant preferences among students. A multivariate analysis revealed that age was positively associated with learning styles that are reflective (AOR = 1.36, 95% CI = 1.18–1.57), intuitive (AOR = 1.34, 95% CI = 1.17–1.55), verbal (AOR = 1.28, 95% CI = 1.12–1.47), and global (AOR = 1.38, 95% CI = 1.20–1.60). Other factors remain constant; this may indicate that the instruction systematically favors these learners while neglecting others. The findings underscore the importance of aligning modern instructional methods (e.g., multimethod, student-centered, and technology-enhanced teaching approaches) with students’ multimodal preferred learning styles. It also highlights the need for periodically updating instructional provision to accommodate changes as students advance in age or education. Future research should include additional demographic and psychosocial factors to better understand specific factors linked with learning styles.
... As a result, several studies have been conducted to explore the prevalence of various myths, including neuromyths (De Bruyckere et al., 2015;Torrijos-Muelas et al., 2021;Tunga & Cagiltay, 2023) science myths (Guerrero et al., 2019), and vaccine myths (Omisakin et al., 2023;Ullah et al., 2021). However, in terms of AI-related myths, while many studies have been dedicated to debunking them, there is a notable lack of research specifically examining the myths held by university students. ...
Artificial intelligence (AI) has rapidly emerged as a transformative technology across various disciplines. However, its widespread adoption is accompanied by numerous myths, which are fueled by limited public understanding and can significantly shape how individuals perceive and interact with AI, often leading to negative consequences such as misunderstanding, fear, or resistance. Despite the importance of addressing these myths, research on the prevalence of such beliefs remains insufficient, particularly in the Turkish context. This study aims to determine the prevalence of AI myths among Turkish university students, investigate the factors influencing the adoption of these myths, and compare student perceptions with ChatGPT's responses to the same myths. The study analyzed survey data from 288 students (102 males, 35.4%, and 186 females, 64.6%) using an AI-myth survey consisting of 18 items. Both descriptive and inferential analyses were conducted to determine the prevalence of AI myths and investigate how factors such as academic background, gender, AI-related training, and media consumption influence the adoption of these myths. A comparative analysis was also performed between student responses and ChatGPT's reactions to these myths. Analysis showed that certain AI myths are particularly prevalent among students. Students from technical disciplines demonstrated a greater ability to identify these myths, while prior AI training and media consumption had minimal impact. ChatGPT's responses highlighted areas where better communication about AI is needed. The findings suggest that improving AI literacy and dispelling myths are essential for preparing students for more informed engagement with AI technologies.
... Tulving (1985) acclaimed that "memory was the ability that allowed organisms to benefit from their past experiences." Information entered the brain when sensory organs received input from the environment (De Bruyckere, Kirschner & Hulshof, 2015). Additionally, Goldstein (2008) argued that the process of remembering involved the encoding, storage, retrieval, and utilization of information related to images, events, ideas, and skills, even after parts of the initial information had been lost. ...
The Knowt platform has developed in recent years and is regarded as one of the vibrant and engaging language learning platforms which works based on the rules of the spaced repetition technique and personal learning plan. This study investigated the impact of the Knowt platform on enhancing high school students' vocabulary memorization ability. In this study, 30 high school students participated in the pilot study using the Knowt platform. Questionnaires and tests were used as the main tools to collect data for 8 weeks. After the study period, the results showed that the Knowt platform had an impact on enhancing students' English vocabulary memorization ability. Specifically, students found that the platform made their vocabulary learning process more interesting. These findings are also utilized as references for teachers and educators, devoting to the development of teaching and learning English in the 4.0 era within the new context in Vietnam.
... Diversos factores influyen en el origen, la propagación y la persistencia de los neuromitos. Bruyckere et al. (2015) identifican la resistencia al cambio, la lectura acrítica de fuentes secundarias, la difusión de información incorrecta en los medios de comunicación y la perpetuación de creencias y prácticas socialmente aceptadas. Además, la tendencia a 1203-2 buscar información que confirme concepciones preexistentes contribuye a la resistencia a aceptar nuevas evidencias científicas. ...
El enfoque principal de este trabajo didáctico es la educación sobre las creencias populares acerca del cerebro. Tanto profesores como estudiantes están constantemente expuestos a información presentada como científica por diferentes medios, incluidos familiares y medios de comunicación, que difunden neuromitos. Esta sobreinformación, combinada con una falta de contenido en los currículos educativos y un insuficiente entendimiento por parte de los docentes, ha llevado a una generalizada desinformación en este ámbito. Ante esta realidad, surge la necesidad de crear materiales didácticos innovadores. Este trabajo presenta un juego de tablero educativo centrado en desmitificar los neuromitos más comunes. El juego, desarrollado bajo una iniciativa de acceso abierto, es versátil y adaptable a diversos niveles educativos, desde primaria hasta educación superior, siendo también una herramienta valiosa para la formación inicial de profesores.
... Teach a man to fish, and you feed him for a lifetime') even suggest that the sheer volume of new knowledge being generated diminishes the importance of actual content; it posits that the means of acquiring information have become more crucial than the information itself. This leads some to claim that as knowledge dates so quickly, teaching is no longer valuable (De Bruyckere et al., 2015). These claims also underestimate the extent to which knowledge is required to make sense of answers provided by new powerful AI-driven technologies such as ChatGPT. ...
We, in education, all have a common aim: We want students to be able to think deeply about what we teach them, go beyond their current experiences, and have a deep understanding of the world. We want to enable them to think critically, work together, solve problems, read for understanding, and carry out complex cognitive tasks. If we want students to be able to do all this, we should just include itt in the curriculum and teach them, right? In this chapter, we discuss why this apparently obvious strategy of simply teaching children how to think deeply does not work, and offer an alternative way forward. This chapter discusses the prominent role of knowledge in how we learn, think, read, understand, and solve problems. Insights from cognitive and educational psychology, sociology, and curriculum studies are used to underpin the current knowledge revival that is widely being observed in education.
... Teach a man to fish, and you feed him for a lifetime') even suggest that the sheer volume of new knowledge being generated diminishes the importance of actual content; it posits that the means of acquiring information have become more crucial than the information itself. This leads some to claim that as knowledge dates so quickly, teaching is no longer valuable (De Bruyckere et al., 2015). These claims also underestimate the extent to which knowledge is required to make sense of answers provided by new powerful AI-driven technologies such as ChatGPT. ...
This study examined instructional strategies and assessment methods used in online undergraduate and graduate courses, with a focus on student-reported preferences and perceptions of effectiveness. The research aimed to identify commonly used instructional approaches, explore how students experience and evaluate these methods, and determine which strategies they prefer or find less beneficial. A mixed-methods approach was employed, beginning with a Delphi Method process to validate and refine a list of instructional strategies and assessment methods grounded in existing literature and faculty practice. Faculty teaching online courses participated in three rounds of feedback to reach consensus on widely implemented practices. The resulting list informed a cross-sectional survey administered to 403 students enrolled in an online orientation course at a private institution in the southeastern United States. Survey data collected across two academic terms captured student experiences, preferences, and perceptions of effectiveness related to instructional strategies and assessment methods. Findings provide insight into how students engage with different approaches and highlight areas where commonly used strategies may not align with student expectations. While student preferences do not necessarily reflect instructional effectiveness, they offer valuable context for designing more responsive and inclusive online learning environments. This study contributes to the evolving discourse on effective online teaching by comparing instructor-reported practices with student-reported experiences and offering guidance for faculty aiming to optimize instructional design in digital learning environments.
This study investigates the development of two groups of Dutch teachers in Reformed secondary schools over a two-year period, in which they formed a professional learning community. Their aim was to grow in integrating faith and teaching in a natural and holistic way. Findings in this iterative educational design research study include that a self-related, an other-related, and an input-related cluster of factors account for the perceived effectiveness of the PLC. A small set of models, including the Design Diamond, proved sufficient for teachers to generate new ideas and (re)design their lessons from a Christian perspective.
Much of the discussion about new technologies and social equality has focused on the oversimplified notion of a "digital divide." Technology and Social Inclusion moves beyond the limited view of haves and have-nots to analyze the different forms of access to information and communication technologies. Drawing on theory from political science, economics, sociology, psychology, communications, education, and linguistics, the book examines the ways in which differing access to technology contributes to social and economic stratification or inclusion. The book takes a global perspective, presenting case studies from developed and developing countries, including Brazil, China, Egypt, India, and the United States.
A central premise is that, in today's society, the ability to access, adapt, and create knowledge using information and communication technologies is critical to social inclusion. This focus on social inclusion shifts the discussion of the "digital divide" from gaps to be overcome by providing equipment to social development challenges to be addressed through the effective integration of technology into communities, institutions, and societies. What is most important is not so much the physical availability of computers and the Internet but rather people's ability to make use of those technologies to engage in meaningful social practices.
Instructional research is reviewed where teaching failures have produced students who are less able to use learning skills or had less access to knowledge than before they were taught. Three general types of "mathemathantic" (i.e. where instruction "kills" learning) effects are hypothesized, theoretical explanations for each effect are examined and representative studies in each area are described. The three types of effects described are where instruction serves to: 1) Substitute learning procedures (e.g. Novel learning strategies are hypothesized to interfere with the learning of higher general ability learners and inadequate learning strategies are provided to those with lower general ability); 2) Impose less desirable motivational goals on learners (e.g. when teaching methods lead constructively motivated learners to believe that failure avoidance has replaced achievement directed goals and, conversely, when defensively motivated students believe that achievement directed goals have replaced the opportunity to avoid failure); and 3) Substitute student control for system control over instructional method (e.g. by allowing lower cognitive load instructional methods to be chosen by high general ability, constructive students and/or by allowing higher cognitive load methods to be chosen by defensive students who have low general ability)
Renaissance Earwitnesses examines masculinity on the early modern stage through sensory culture. In his reading of plays by Marlowe, Shakespeare, Cary, and Jonson, Keith M. Botelho argues that earwitnessing, or judicious listening, is a vehicle early modern dramatists used to rethink constructions of male informational authority. Drawing on sound and gender studies and providing close analysis of the circulation of rumor both on and off the stage, Botelho reveals male anxieties to be self-generated, emerging not from female gossip, but from male rumormongering. By rethinking the gendered dimensions to the flow of information, Botelho makes an important contribution to early modern scholarship.
Federal policy tools for gathering evidence on “What Works” in education, such as the What Works Clearinghouse’s (WWC) standards, emphasize randomized field trials as the preferred method for generating scientific evidence on the effectiveness of educational programs. This article argues instead for extended-term mixed-method (ETMM) designs. Emphasizing the need to consider temporal factors in gaining thorough understandings of programs as they take hold in organizational or community settings, the article asserts that formal study of contextual and site-specific variables with multiple research methods is a necessary prerequisite to designing sound field experiments for making generalized causal inferences. A theoretical rationale and five guiding principles for ETMM designs are presented, with suggested revisions to the WWC’s standards.