Overcoming educational neuromyths: exploring the impact of metaphorical framing on confirmation bias and beliefs

The prevalence of neuromyths, such as ‘learning styles’, persists among teachers and preservice teachers despite substantial evidence refuting their efficacy. Such myths may result in the implementation of ineffective or even detrimental pedagogical practices for students. A total of 148 preservice teachers were randomly assigned to one of three groups: two metaphorical frames (critical thinking as a compass or as a shield) or a control group with a literal message. The participants conducted online research and evaluated the credibility of sources. The objective was to assess the efficacy of metaphorical framing in reducing adherence to neuromyths and to investigate its relationship to confirmation bias and belief change. The results indicated a robust initial belief in the neuromyth of learning styles, with a significant post-intervention decrease, particularly in the shield and control conditions. A negative correlation between confirmation bias and belief change suggests that reducing confirmation bias may facilitate the abandonment of neuromyths. This study found that encouraging preservice teachers to use their critical thinking skills when searching and evaluating information online is an inexpensive and relatively effective way to reduce adherence to the learning styles neuromyth.