Akademik Veri Yönetim Sistemi
Humanities and Social Sciences Communications, cilt.12, sa.1, 2025 (AHCI)
Educational myths tend to be very popular among teachers worldwide, and they have the potential to mislead teachers in their instructional decisions and practices. Following a comprehensive and holistic approach, this study, firstly, aims to reveal the prevalence of educational myths among in-service teachers, the channels through which these myths disseminate among teachers, and their impact on teachers’ professional practices. Secondly, this study assesses the effectiveness of three distinct refutation text types (refutation-only, refutation with explanation, and refutation with anecdotal explanation) in altering teachers’ beliefs concerning educational myths. The study employed mixed method research with 518 primary and middle school teachers participating. Data were collected using surveys with close and open-ended questions. An experiment involving 132 teachers, divided into three groups (refutation-only, n = 41; refutation with anecdotal explanation, n = 45; and refutation with explanation, n = 46), was conducted to change teachers’ beliefs in educational myths. Results indicated that educational myths are common among teachers, with multiple intelligences, learning styles, and violent digital games being the most prevalent. The primary dissemination channels of myths are teachers’ undergraduate education. Teachers often consider educational myths in their lessons and other educational activities. The study also revealed that anecdotal interventions are more effective in dispelling myths. The significant takeaway from this study is that educational myths are commonly accepted by the teachers, and it is very difficult to change their beliefs after they were exposed to them. The study highlights the persistence of educational myths and the challenges in debunking them, suggesting implications for teacher training and evidence-based professional development.