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Neuromyths is a term that depicts a set of assertions and perceptions about brain research that are useful for the educational process. More often than not, neuromyths arise because people do not have enough knowledge and are not interested. The sources of myths are most often educators and teachers who project their beliefs onto students. It leads to an increase in the prevalence of misconceptions and the subsequent deterioration of the issue. The problem of their prevalence can be solved by introducing new practices into educational programs, but there is still the question how to altogether remove them from society remains relevant.
Neuromyths arise because of a person’s inability to explain complex neuro psychophysiological connections, so simplified primary data are used instead of complex research rationales. Most neuromyths may have a basis and be reasonably reliable even in a scientific setting, but they are still delusions. Their emergence is due to the high prevalence of popular science or theological literature among teachers trying to find good practices for themselves. In addition, many teachers’ trainings are saturated with neuromyths, so it is much easier for other teachers to trust these judgments. Thus, the emergence of neuromyths is due to their extreme simplicity and desire to explain a phenomenon from an easy point of view, the high prevalence of non-scientific materials in the medium, and the increased incorporation of neuromyths into training and educational pedagogical programs.
Replication is the deliberate repetition of a previous study to confirm or disprove previous findings, serving as a factual check on the reliability of the previous research. Replication studies are based on repeatedly repeating experiments to verify the validity of the results. This concept has a philosophical basis, so it is not perceived positively in all scientific fields. Nevertheless, replication is the key to eliminating neuromyths and their prevalence in neurophysiology and brain research.
Replication research in education provides a base one can look up to and trust. Replication of findings is an essential part of the research, and multiple replications increase their validity. In education, replication research plays the role of mentors or confidants who have the sovereign right to carry the truth. The information they provide is an opportunity for public figures and stakeholders to save resources or redirect them to pedagogical holes. Replications are a core part of education because they interpret the strategic directions and potential of the teaching/learning philosophy. It allows for more evidence-based approaches to education and solves the problem of taking public, knowingly false facts on faith.
Replication studies are an opportunity to debunk myths because they force educators to take the fact for granted. Taking something for granted because everyone else has done so is the most reliable psychological way of convincing someone of something. Repetition in neurobiological experiments to be disseminated to educators will reduce beliefs in deliberately false statements. Replications allow these judgments to change through gradual incorporation into practice. The main difficulty of neurophysiology remains the difficulty of interpreting and explaining the results, but increasing the number of samples, changing the scope, and expanding the subjects will allow repeated and multifaceted repetition of the study and understanding of the results. Repetitions will enable scientists to better understand and transform the material into accessibility to the general public. Consequently, already created neuromyths will begin to lose their relevance because the breadth of new experiments will bribe society.
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