Stefan T. Siegel2024-10-122024-10-122024-10-11https://www.alexandria.unisg.ch/handle/20.500.14171/120999https://doi.org/10.58079/12m80In the domain of education, myths and misconceptions function as invisible barriers, impeding evidence-based teaching and learning practices. Despite robust refutation, these so-called zombie concepts persist, deeply embedded within cultural and institutional frameworks, often making mythbusting seem like a Sisyphean task. This blog post, I examine the dual nature of mythbusting in education: its perceived futility and its undeniable necessity. I argue that while debunking myths is daunting and often feels akin to a battle against windmills, it remains a critical endeavor to foster evidence-informed practices. I outline some challenges involved in changing entrenched misbeliefs but at the same time propose some strategies to mythbusting, such as targeting the undecided middle, fostering mental immunity, and prioritizing the most harmful/impactful myths.en-USMythbustingEducationPsychologyMisconceptionPrebunkingDebunkingCritical ThinkingMental ImmunityProfessionalizationMisinformationConceptual ChangeBeliefFallacyHerd Immunitydigital resource