#Scienceliteracy

A major new study has brought to light an enduring problem both globally and in Thailand: despite the growing influence of neuroscience in education, persistent misconceptions—so-called “neuromyths”—continue to misinform the way teachers, especially those in early childhood education, understand and apply brain science in their classrooms. The research, published on April 22, 2025, surveyed over 520 early childhood educators in Australia, revealing that many still believe debunked ideas, such as the necessity of catering to “learning styles” or the notion that students are either “left-brained” or “right-brained” thinkers. Experts warn these myths are not just harmless misunderstandings, but may actively undermine effective teaching and learning—an issue with clear implications for Thai educators and policymakers ScienceAlert.

A new international study highlights a persistent issue in education: despite growing interest in brain science, many teachers still cling to neuromyths that distort how they teach. The research, published in 2025, surveyed more than 520 early childhood educators in Australia. It found that while some myths have faded, others persist, such as the belief in fixed “learning styles” or the idea that students are strictly left-brained or right-brained. Experts warn these misconceptions can hinder effective teaching and learning, with clear implications for Thailand’s educators and policymakers.