La falsa NeuroeducaciónDescubriendo mitos en la formación inicial de los educadores

  1. Casillas-Martín, Sonia
  2. Cabezas-González, Marcos 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Revue:
Revista electrónica interuniversitaria de formación del profesorado: REIFOP

ISSN: 1575-0965

Année de publication: 2024

Titre de la publication: Neuroeducación y TIC

Volumen: 27

Número: 3

Pages: 19-34

Type: Article

DOI: 10.6018/REIFOP.614351 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: Revista electrónica interuniversitaria de formación del profesorado: REIFOP

Résumé

Pedagogical practices supported by neuroscience are still in their early stages in the educational context, and the growing interest in neuroeducation does not always translate into proper implementation of research findings. Misconceptions about the brain, known as neuromyths, continue to prevail. This article presents the results of research aimed at analyzing the ability of university students in Education degrees to identify neuromyths in the field of neuroscience, learning, and cognitive processes. It also aims to identify the influence of gender, age, degree, and academic year on their perceptions and conceptions. Using a quantitative methodology, a sample of 172 education students from degrees in Pedagogy, Primary Education, Social Education, and Early Childhood Education at the University of Salamanca was examined. After data collection through the ALFANED scale and descriptive and inferential analysis, the results confirm the prevalence of neuromyths in the education field. Additionally, age, academic year, and degree are identified as predictors in the identification of these false beliefs.

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