Prévalences et origines des neuromythes chez des enseignants tunisiens des sciences de la vie et de la terre

MOHAMED MBARKI, ZOUHAIR HARRATH, IKRAM KHEMIRI

Abstract

Neuromyths represent a well-documented field of international research. This study extends such investigations to Tunisian life and earth sciences teachers working in senior middle and high school classes. A questionnaire, inspired by international studies, was administered to teachers covering nervous system content. Findings indicate strong endorsement of specific neuromyths, particularly learning styles and multiple intelligences, with rates exceeding 90%. Other neuromyths ranged between 30% and 80%. Analysis of declared information sources revealed no dominant channel, suggesting systemic dissemination. Reported teaching practices aligned with these misconceptions, confirming their pervasive influence within the Tunisian educational context.

Keywords

Neurosciences, neuromyths, teacher conceptions, teaching practices

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References

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DOI: https://doi.org/10.26220/mje.5655

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Mediterranean Journal of Education | ISSN: 2732-6489 |  Department of Educational Sciences and Early Childhood Education - University of Patras.

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