Tackling learning myths among trainee primary teachers: a case study

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.