On October 30, MSUPE employees M.G. Sorokova and A.S. Radchikov spoke at the National Research University "Higher School of Economics" (HSE University) at the XVI International Conference of Higher Education Researchers "Higher Education: Between a Private and a Public Good". They presented the report "Everyday Ideas about Learning and Neuromyths: What Modern Educators and Students Believe", which reflects the results of a study by a team of authors: A.A. Margolis, A.A. Shvedovskaya, A.A. Adaskina, A.N. Semiletova, T.V. Ermolova, V.V. Ponomareva, A.S. Radchikov, M.G. Sorokova.
The theoretical part of the report is based on the findings of the article:
Margolis, A. A. Pedagogical education as the development of initial pedagogical ideas / A. A. Margolis // Psychological Science and Education. – 2024. – Vol. 29, No. 6. – P. 5–20. – https://doi.org/10.17759/pse.2024290601
This article provides an analysis of Russian and international research on everyday ideas and neuromyths in education and identifies three groups of reasons for their persistence. As the author of the article emphasizes, "one of the most important reasons preventing the formation of future teachers' professional activity methods based on the content of their theoretical training within the framework of their pedagogical education is the initial pedagogical ideas with which they come to the university" [p. 7].
The empirical part of the study is reflected in the publication:
Margolis, A.A., Shvedovskaya, A.A., Adaskina, A.A., Semiletova, A.N., Ermolova, T.V., Ponomareva, V.V., Radchikov, A.S., Sorokova, M.G. (2025). Everyday Psychological Ideas about Learning Process Features and Neuromyths among Students of Pedagogical Universities, Teachers, and Educational Psychologists. Psychological Science and Education, 30(4), 5–25. https://doi.org/10.17759/pse.2025000002
The main conclusions of the empirical study:
The results showed a high prevalence of everyday psychological ideas about the learning process and neuromyths across all groups in the sample as a whole – up to 90% of respondents trust false statements.
The level of trust in everyday psychological ideas and neuromyths does not differ among students, either as they progress from lower to upper years or across different fields of study.
No connection was found between such ideas and years of work experience in the field of education among practicing specialists.