Abstract
There are several widespread myths about the psychology of education that educators believe and act on. In this chapter, we highlight four such beliefs: learning styles, student typologies, brain-based myths, and intrinsic/extrinsic motivation myths. For each, we discuss the content of the myth-based beliefs and resultant education, the available research evidence, and how those beliefs and practices interact with equity and social justice. We provide practical ideas for how to improve education based on the psychology of education without falling prey to these common myths. We also discuss the ways that those myths disadvantage and stigmatize minoritized students and how evidence-based practices can better advance equity.
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Appendix
Appendix
Artifact: Sample assignment
This sample assignment could be assigned in any course about teaching and learning, higher education, or psychology as an opportunity for students to explore their own beliefs about the psychology of teaching and learning.
Writing Assignment:
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1.
Identify a belief that you hold, or have been taught, about teaching and learning that relates to psychology, the brain, or the mind. Describe that belief in some detail, including:
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a.
What is the belief?
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What is it that educators are supposed to do based on this belief?
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c.
Why are those practices supposed to work?
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a.
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2.
Using the library database (especially PsycINFO and PsycARTICLES), identify at least five recent (past ten years) published articles about this belief or the practices it inspires. Note that these should be empirical (which means they include some form of research evidence) articles. For each:
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a.
Provide the citation for the article (in appropriate writing style for the class)
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Summarize the major arguments and findings
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c.
Explain whether this article supports the belief/practices, does not support, or offers a mixed evaluation.
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a.
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Finally, synthesize the available evidence, including:
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Overall, does the available evidence support, not support, or offer a mixed evaluation of the belief/practices you described?
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b.
How might you incorporate evidence from psychological research into pedagogical practices?
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c.
How could you reimagine or reconfigure the practices you have learned or come to believe into create equitable learning environments?
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a.
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Lester, W.S., Strunk, K.K., Hoover, P.D. (2020). Persistent Myths About the Psychology of Education: Implications for Social Justice and Equity. In: Parson, L., Ozaki, C. (eds) Teaching and Learning for Social Justice and Equity in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-44939-1_4
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