When Educational Myths Are Better Than Their Reputation. Harnessing Misconceptions as Learning Opportunities and Catalysts

Introduction
Myths in and about (sustainability) education a) have various causes, b) are prevalent, c) can harm multiple stakeholders, and d) should accordingly be challenged (e.g., Lilienfeld et al., 2010; Siegel, 2024). Myths in education often oversimplify complex concepts, mislead educators and learners, and can perpetuate ineffective practices.

However, they are not entirely devoid of value. In this text, I explore the rather unusual but thought-provoking question: What are the positive aspects of educational myths? While professional educators should rely on findings from rigorous research and strive for evidence-informed practices, educational myths may serve important functions in the learning process, by acting as triggers for inquiry, discussion, and conceptual change.
What are Some Bright Sides of Educational Myths?
Below, I outline some ways in which they might contribute to teaching and learning in (higher) education:
- Reducing Cognitive Load in Complex Situations Myths sometimes have a cognitive relief function. In high-stress or time-constrained situations, simplified explanations allow individuals to maintain a sense of agency and make decisions more easily. While this does not justify their persistence, it explains why myths can be appealing.
- Knowledge in Transition Constructivist perspectives suggest that misconceptions should not be dismissed outright as “wrong” or “useless” but rather recognized as knowledge in transition—part of an evolving learning process (Smith et al., 1994). Myths often reflect learners’ prior knowledge and assumptions, making them valuable starting points for deeper engagement.
- Highlighting Areas of Misunderstanding The prevalence of specific myths can reveal gaps in the understanding of learners. Educators can use these insights to design more targeted educational interventions (Tulis, 2022).
- Stimulating Discussion and Inquiry Myths can serve as hooks that provoke curiosity and dialogue (Nguyen-Robertson et al., 2023). Identifying and challenging myths can encourage educators, students, and researchers to engage in deeper inquiry, fostering a culture of evidence-informed thinking (Tulis, 2022).
- Encouraging Skepticism and Critical Thinking Recognizing that one has believed in a myth can trigger cognitive dissonance (Festinger, 1957), prompting learners to scrutinize other widely held beliefs. This process strengthens critical thinking and intellectual humility, making individuals more open to revising their understanding in light of new evidence.
- Facilitating Conceptual Change Learning often does not happen linearly (Illeris, 2007). Conceptual change is a gradual and sometimes challenging process. Myths create cognitive friction that can, when handled appropriately, facitlitate deeper learning. The deliberate use of contrast (as in Variation Theory; Lo & Marton, 2011) helps learners differentiate between myths and evidence-informed knowledge.

Conclusion
Although myths in education can perpetuate misunderstandings and ineffective practices, they can also serve as indicators of conceptual gaps, discussion triggers, and tools for critical thinking. By recognizing their potential benefits and actively engaging with them in a structured way, educators can transform these myths into stepping stones toward deeper learning and informed practice.
📚 References
- Festinger, L. (1957). A theory of cognitive dissonance. Stanford University Press.
- Illeris, K. (2007). How we learn. Learning and non-learning in school and beyond. Routledge.
- Nguyen-Robertson, C., Ashcroft, L., Martin, J., Wheeler, M. (2023). Hooks and headlines. In: Rowland, S., Kuchel, L. (eds.) Teaching science students to communicate: A practical guide. Springer. https://doi.org/10.1007/978-3-030-91628-2_22
- Siegel, S. T. (2024). Educational myths debunked. Lehrblick – ZHW Uni Regensburg. https://doi.org/10.5283/ZHW.20240215.EN
- Smith Iii, J. P., diSessa, A. A., & Roschelle, J. (1994). Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences, 3(2), 115–163. https://doi.org/10.1207/s15327809jls0302_1
- Tulis, M. (2022). Konzeptverändernde Didaktik in der LehrerInnenbildung zur Verringerung von Lehr-/Lernmythen. In G. Steins, B. Spinath, S. Dutke, M. Roth, & M. Limbourg (Eds.), Mythen, Fehlvorstellungen, Fehlkonzepte und Irrtümer in Schule und Unterricht (pp. 217-234). (Psychologie in Bildung und Erziehung: Vom Wissen zum Handeln). Springer Verlag. https://doi.org/10.1007/978-3-658-36260-7_11
OpenEdition suggests that you cite this post as follows:
Dr. Stefan T. Siegel (March 14, 2025). When Educational Myths Are Better Than Their Reputation. Harnessing Misconceptions as Learning Opportunities and Catalysts. Evidence-informed Sustainability Education (EvSusEd). Retrieved May 23, 2025 from https://doi.org/10.58079/13h49