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Educational Myths Debunked
Journal
lehrblick. Inspirationen für gute Hochschullehre
Type
digital resource
Date Issued
2024-02-15
Author(s)
Abstract
This guest article addresses the prevalence and problems of educational myths, such as the assumption that we only use 10% of our brains or the misconception that multitasking is an efficient learning strategy. Such myths, although widespread and often regarded as common knowledge, are often scientifically unfounded and can lead to ineffective methods, waste of ressources and disappointments in educational practice. Educational psychology research shows that these myths are common not only among laypeople but also among education professionals, which emphasises the need to take a closer look at questionable ideas about teaching-learning phenomena. The article also discusses the challenge of scrutinising myths and the reasons for their emergence (e.g., cognitive biases). Preventive measures such as "immunisation" against myths, identification using heuristics and targeted debunking are proposed as possible solutions. These strategies should help to expose dubious assumptions and replace them with evidence-based practices. The article emphasises the importance of ongoing professional development and educational research to effectively combat educational myths and invites people to critically question and arm themselves against persistent myths with sound facts.
Language
English
HSG Classification
contribution to education
Refereed
Yes
Publisher
Center for University and Academic Teaching Excellence (ZHW) at Universität Regensburg
Publisher place
Regensburg
Start page
1
End page
7
Pages
7
Official URL
Division(s)
Contact Email Address
stefan.siegel@unisg.ch