Assessing Chinese Preschool Teachers' Knowledge about Neuromyths and Educational Neuroscience

This current study explored the preschool teachers' knowledge and beliefs about educational neuroscience and popular neuromyths in early childhood education in China. Survey results demonstrated that most of teachers were not capable of mastering the latest knowledge about educational neuroscience and in fact they had some typical wrong beliefs about the adverse effects of neuromyths on educational practices. There was a significant absence of the basic knowledge of neuroeducational pedagogy among the Chinese preschool teacher participants. But those have more knowledge about neuroeducation also have more neuromyth beliefs and are more overconfident in using neuroeducational teaching. These findings suggested that current views about neuromyths and educational neuroscience should be corrected and updated. The survey will also serve to highlight, on an empirical basis, emphases of the important role of neuroscience in education across the preschool teachers' continuing learning course.