Neuromyths in Education: Memory, Understanding, and the Learning Styles Myth

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Published: Jun 2, 2026
DOI: https://doi.org/10.34620/eduser.v18i1.410
Keywords:
neuromyths science of learning memorisation learning styles teacher education

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Cláudia Maria dos Santos Gigante
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Abstract

The growing rapprochement between neuroscience and education has fostered the field of neuroeducation, yet it has not prevented the circulation of oversimplified interpretations of scientific findings within pedagogical discourse. In 2007, the OECD appointed such misunderstandings as neuromyths. This article examines two persistent myths, the rigid opposition between memorisation and understanding, and the belief in the effectiveness of learning styles, through a critical narrative review of recent literature, articulated with contributions from cognitive science and educational research. The analysis articulates beliefs, pedagogical decisions, and practices considering the available evidence, the conditions of implementation, and their effects on retention and transfer of learning. The findings show that empirically supported criticism targets mechanical and decontextualised memorisation, rather than the role of memory in learning, and that the matchinghypothesis associated with learning styles rarely meets robust validation criteria. The article concludes that mitigating these myths requires evaluable pedagogical decisions and strategies supported by consistent empirical evidence.

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How to Cite
dos Santos Gigante, C. M. (2026). Neuromyths in Education: Memory, Understanding, and the Learning Styles Myth. EduSer, 18(1). https://doi.org/10.34620/eduser.v18i1.410
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Vol. 18 No. 1 (2026): EduSer
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Articles
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This work is licensed under a Creative Commons Attribution 4.0 International License.

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