Predictors of neuromyths and general knowledge about the brain in Colombian teachers
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Abstract
Brain and learning weave complex relationships whose interest has grown in the educational field by applying the advances of neuroscience in the understanding of learning processes in the classroom. However, teachers do not always know in depth the nature and function of neurocognitive processes and even retain false beliefs about the brain that induce biases in their pedagogical practice. This study focused its goals on analyzing knowledge about the brain and neuromyths in teachers and determining whether these variables are predicted by demographic characteristics (age, gender, level of education) and interest in educational neuroscience (previous training in neuroscience, training in neuroeducation, use of popular and academic scientific literature) of teachers. To this end, an empirical cross-sectional predictive design study was developed with a sample of 308 Colombian teachers in exercise, (136 men, 195 women), with a mean age of 34.4 years (SD = 11.9), evaluated through an online survey. The results show that 99.36% of the participants have neuromyths and moderate levels of brain knowledge. False beliefs about hemispheric difference, learning styles, and early cognitive stimulation predominated. Neuromyths and knowledge were predicted by the age of the teacher, the background of a neuroscience course at the undergraduate level and the consultation of scientific material. The discussion focuses on the need to review and update teacher training plans from educational neuroscience and scientific research.
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