Beliefs Versus Knowledge in Trainee Teachers. A Compared Study of Neuromyths at an International Level

Keywords: Myths in education, neurosciences, teacher training, teachers, reading

Abstract

Neuromyths are mistaken beliefs about the brain and its functioning and are based on pseudoscientific arguments or misinterpretations of certain findings. These erroneous ideas may stem from erroneous or poorly explained information from mass communication, ignorance of technical language in neuroscience, or limited access to primary sources. In assessing the level of neuromyths awareness in a Spanish-speaking sample of future teachers, and in seeking to replicate previous research on in-service teachers, this study applied a Spanish-translated version of the questionnaire created by Dekker et al. (2012). An instrument of 32 statements on the brain and learning, 12 of which were neuromyths, was applied to a sample of 99 early childhood education students from Chile and Spain. The results showed high neuromyth adhesion in both groups. Despite increasing evidence refuting some of these erroneous conceptions, these results conclusively showed a persisting neuroscientific knowledge gap in future educators. The consequences of such incomprehension or distortions of valid scientific knowledge in educational praxis impel us to insist on evidence-based education. Indeed, beyond simple reading, the careful selection and inclusion of scientific sources in the initial teacher training are essential for training teachers to read critically and reflectively; they will be able to make educational decisions based on available scientific evidence.

Author Biographies

Miyalí Painemil, Pontificia Universidad Católica de Valparaíso

Educadora de Párvulos y licenciada en Educación de la Pontificia Universidad Católica de Valparaíso.

Susana Manquenahuel, Pontificia Universidad Católica de Valparaíso

Educadora de Párvulos y licenciada en Educación de la Pontificia Universidad Católica de Valparaíso.

Paula Biso, Pontificia Universidad Católica de Valparaíso

Educadora de Párvulos y licenciada en Educación de la Pontificia Universidad Católica de Valparaíso.

Carla Muñoz, Universidad Católica del Maule

Su línea de investigación se inscribe dentro de las áreas de la psicología educacional y psicolingüística evolutiva. Su más reciente trabajo dice relación con la motivación por la lectura a nivel universitario y la relación del futuro profesor con la lectura: sus hábitos lectores, motivación y creencias sobre la lectura (Fondecyt 1170779).

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Published
2021-01-01
How to Cite
Painemil, M., Manquenahuel, S., Biso, P., & Muñoz, C. (2021). Beliefs Versus Knowledge in Trainee Teachers. A Compared Study of Neuromyths at an International Level. Revista Electrónica Educare, 25(1), 1-22. https://doi.org/10.15359/ree.25-1.13
Section
Articles (Peer Reviewed Section)

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