There are probably three reasons. First, teaching is often rooted in one's own experiences and preferences. Secondly, fads and fancies sound good and promise to create fast fixes. Thirdly, translation of research into practice is rarely a linear process, and most practitioners do not have the skills to monitor with fidelity best-practices-at-the-time.

Eduardo F Orrego-Escobar

I personally believe Neuromyths are misconceptions or misunderstandings about the brain & learning that persist despite being contradicted by scientific evidence & I can think of several common reasons why this is happening:

• Media and Pop Culture Influence: Neuromyths can be perpetuated by the media, self-help books & popular culture. Misleading or sensationalized information about the brain can gain widespread attention & acceptance.
• Confirmation Bias: People tend to seek & interpret information in ways that confirm their existing beliefs. This cognitive bias can make it difficult for individuals to accept contradictory evidence, even when presented with it.
• Peer Pressure & Culture: Within the educational community, there can be pressure to conform to prevailing beliefs & practices. Challenging widely accepted Neuromyths may be met with resistance or scepticism.

In addition to what David Coker has highlighted, I do hope some of these strategies can be employed:

• Communication: Engage in clear and effective communication about educational research & neuroscience findings. Translate complex research into practical insights that educators can apply in the classroom.
• Debunking Resources: Develop & share accessible resources, such as books, websites, or workshops, that debunk common Neuromyths with clear explanations & evidence.
• Media Literacy: Promote media literacy among educators & students to help them critically evaluate the accuracy of information they encounter on a day-to-day basis.

Hope this helps.

Thank you by your answers, they give interesting clues to work against this misconceptions