A SYSTEMATIc REVIEW OF STUDIES ON NEUROMYTHS AFFEcTING EDUcATIONAL ORGANIZATION AND PLANNING

The research was carried out to investigate the belief in neuromyths among teachers teaching at the general education level in different
countries, to determine the reasons why these neuromyths are mainly created and in what ways they spread among teachers. To  determine the prevalence of neuromyths among teachers and the reasons for the emergence of these neuromyths, the results of a total of 24 research studies were analyzed. According to the research results, there are some neuromyths in the educational programs of the
teachers, which may have a negative impact on their future activities. On the other hand, teachers’ lack of interest in reading scientific
literature hinders their acquisition of information about neuromyths. Other factors that create this obstacle are the teachers’ poor knowledge of foreign languages and the economic difficulty they face to obtain relevant literature. Based on these results, there is a
possibility that neuromyths may have negative effects on the educational process in our country as well. Therefore, conducting research in this direction can be useful in showing the level of that probability and giving directions for possible measures.