Educational Neuromyths Among Teachers in Latin America

Abstract

Neuroscientific knowledge has undeniably gained interest among educators worldwide. However, not all "brain facts" believed by teachers are supported by science. This study sought to evaluate the belief in these so-called neuromyths among 3,451 Latin American teachers. We found that, consistent with prior research among teachers in other geographic areas, teachers in Latin America hold major misconceptions about neuroscience, especially as it relates to factual information about its structure and functioning. Differences across South American nations were observed with moderate and slight effect sizes for general knowledge of the brain and neuromyths, respectively. Teachers working in higher education had slightly superior performance. Teachers at all levels who reported knowing more about the brain, however, were more likely to believe invalid assertions known as neuromyths. These results shed light on trends in the field of education, hoping to encourage the development of strategies aimed at correcting the use of science as it relates to education. The implications regarding teaching practice, policy, and teacher training are discussed.For the past two decades, we have witnessed an ever-growing interest in neuroscience and knowledge about the brain, both in and outside the laboratory. Education has not been an exception to this phenomenon, and after centuries of parallel work between (neuro)scientists and educators, we now recognize the need for them to converge in an attempt to design better, more efficient teaching and learning

Assessment of Educational Neuromyths among Teachers and Teacher Candidates

“…In many cases, these neuromyths are the outcomes of translation mistakes or sufficient translation attempts (Daniel, 2012). Therefore, the need for acceptable translation and for the original article not losing its meaning, has come to the forefront (Gleichgerrcht et al, 2015). When it is considered that the deceptive use of science will have a cost in education, it is concluded that it is essential not to ignore the researches carried out on the subject.…”

“…In a way, this might lead to an unfavorable outcome, because this enthusiasm in ne information might cause the teachers to be inclined to encounter fake science at the same time. At this point, it is the relevant stakeholders' duty to provide reliable information for the teachers and to make correct translation (Pasquinelli, 2012;Gleichgerrcht et al, 2015).…”

“…As a result of these researches concerning brain and learning, a learning and teaching approach called as " Brain-Compatible Learning, Brain-Dependent Learning, Neuro-Physiological Learning or Brain-Based Learning", has been put forward in the literature (Caine R. & Caine G., 1991;Sylwester, 1995;Diamond & Hopson, 1998;Jensen, 1998;Wolfe, 2001;Sousa, 2001;Duman, 2007;Canbulat, 2016). However, according to several research findings, many techniques used under the name of brain-dependent learning, are neuromyth; that is the findings in neuroscience have been misunderstood and misused (Bruer, 1998;Goswami, 2004;Blakemore & Frith, 2005;Goswami, 2006;OECD, 2002;Dekker et al, 2012;Canbulat & Doğan Altun, 2013;Howard-Jones, 2014;Gleichgerrcht, Luttges, Salvarezza, & Campos, 2015). ground for popular educational programs such as mind exercise and VAK (Visual, Auditory and Kinaesthetic Learners) approach.…”

“…There is a need to do distinctive scientific research in Turkey as well. Gleichgerrcht et al (2015) made research on 3451 teachers from Latin American countries. In their research, they asked about the general information on the brain and questions involving the neuromyth claims.…”

Neurociências e formação de professores: reflexos na educação e economia

“…Essa desinformação acaba por ser propagada, mesmo dentro de salas de aula, por educadores a seus alunos. Além disso, Gleichgerrcht et al (2015) demonstram que educadores que acreditam ter maior conhecimento sobre o sistema nervoso (porém não buscam informações fidedignas) são mais suscetíveis a crenças nos "neuromitos" em comparação a outros profissionais sem esse suposto conhecimento prévio.…”