Prevalencia de neuromitos en los maestros de educación general básica (EGB) y bachillerato general unificado (BGU) del cantón Cuenca

Abstract

Training on cognitive neuroscience and brain functioning is deemed superficial during early training stages of teachers. This has generated the persistence of mistaken ideas regarding brain functioning, or neuromyths, in both theory and practice. In this study, the prevalence of neuromyths and the sociodemographic variables that influence it (sex, self-perception of knowledge about neuroscience and level of academic training) were determined among teachers in the urban area of Cuenca-Ecuador. In order to determine neuromyth prevalence, the "Questionnaire on the prevalence of neuromyths in educational systems" was applied to 237 teachers of Basic General Education (EGB) and Unified General Baccalaureate (BGU) to measure their ability to identify neuromyths. The results showed that the most prevalent neuromyth among teachers is: “Children must acquire their native language before learning a second language. If they don't, neither will be fully acquired." In addition, it was found that neuromyths are prevalent among teachers regardless of gender and self-perception of knowledge about neuroscience. However, the educational level of teachers did influence their ability to correctly identify neuromyths. This research underscores the need for neuroscientific training among Ecuadorian teachers in order to reduce the prevalence of neuromyths and their negative effect on teaching practices.