Vol. 7 (2023): RECIE. Revista Electrónica Científica de Investigación Educativa (enero-diciembre)
E) Procesos de formación y actores de la educación

Prevalence of neuromythes in eighth semester teachers in training

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  • Grecia Coral Sandoval Grajeda,
  • Ruth Nohemí Oros Macías,
  • César Delgado Valles
Grecia Coral Sandoval Grajeda
Institución Benemérita y Centenaria Escuela Normal del Estado de Chihuahua Profesor Luis Urías Belderráin, México
Bio
Ruth Nohemí Oros Macías
Institución Benemérita y Centenaria Escuela Normal del Estado de Chihuahua Profesor Luis Urías Belderráin, México
Bio
César Delgado Valles
Institución Benemérita y Centenaria Escuela Normal del Estado de Chihuahua Profesor Luis Urías Belderráin, México
Bio
Portada-7
DOI: https://doi.org/10.33010/recie.v7i0.1754

Published 2023-06-01

Keywords

  • Education,
  • neuromyths,
  • prevalence,
  • teachers
  • Educación,
  • neuromitos,
  • prevalencia,
  • profesores

How to Cite

Sandoval Grajeda, G. C., Oros Macías, R. N., & Delgado Valles, C. (2023). Prevalence of neuromythes in eighth semester teachers in training. RECIE. Revista Electrónica Científica De Investigación Educativa, 7, e1754. https://doi.org/10.33010/recie.v7i0.1754

Copyright (c) 2023

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Abstract

Neuromyths are commonly erroneous beliefs which are constantly given credit to, being accepted by the population as a reliable source of information, as well as contributing to pseudoscientific practice within education. The objective of this research is to investigate the prevalence of adherence to certain neuromyths in a sample of teachers in training in the eighth semester. The interpretations that have been made from the field of neuroscience to the classroom and even more to the concrete application of this learning have faced a great series of limitations, starting with the implementation and creation of ineffective methodological strategies, loss of economic resources, inappropriate adjustments to the curriculum, and finally, the misinterpretation and simplification of concepts and findings that are given from this field to the classroom. Methodology: The paradigm from which the research is carried out is quantitative with a cross-sectional, descriptive, and observational approach; a data collection form was used to determine the level of prevalence in neuromyths and general knowledge about the brain, to a sample non-probabilistic study to 77 teachers in training of bachelor’s degrees in Primary Education, Preschool and Educational Inclusion. The results obtained prove that teachers in training present a strong belief in more than half of the neuromyths, on the other hand, in the general knowledge about the brain, a high recognition of their answers about its functioning and implications in the teaching-learning process was obtained.

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