Tackling learning myths among trainee primary teachers: a case study

Jonathan William Firth, Jennifer Zike

Research output: Contribution to specialist publicationArticle


Myths and misconceptions about learning are pervasive among the teaching profession. Myths such as ‘learning styles’ or the idea that some pupils are ‘left brained or right brained’ have been endorsed by over 90 per cent of participants in some studies (Howard-Jones, 2014). This case study describes the development and evaluation of a short course on memory and misconceptions that was trialled with a group of second-year undergraduate trainee primary teachers in Scotland.
Original languageEnglish
Number of pages3
Specialist publicationImpact: Journal of the Chartered College of Teaching
Publication statusPublished - 15 Sept 2020


  • learning styles
  • learning
  • memory function


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