Tenacious educational neuromyths : Prevalence among teachers and an intervention

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(Universitat Autònoma de Barcelona. Departament de Psicobiologia i de Metodologia de Ciències de la Salut)
Martínez-Molina, Agustín

(Universidad Autónoma de Madrid. Departamento de Psicología Social y Metodología)
Ferrero, Marta

(Universidad Autónoma de Madrid. Departamento Interfacultativo de Psicología Evolutiva y de la Educación)

Fecha:	2022
Descripción:	12 pàg.
Resumen:	Background: Several studies have revealed a common high prevalence of educational neuromyths among teachers from different countries. However, only one intervention aimed at reducing these beliefs among in-service teachers has been reported to date, and it was conducted in a non-naturalistic setting. Procedure: In the present study, we administered a survey to measure the prevalence of common neuromyths in a large sample (n = 807) of primary and secondary teachers from 203 schools across Catalonia (Spain), and then we evaluated the impact that a 15-hour online course on neuroscience had on a sample of them as compared to a control group. Main findings: Results showed an initial distribution of neuromyth beliefs similar to those of previous studies and a large effect of the intervention on reducing their prevalence shortly after the training and in the long term. Conclusions: These findings provide evidence that an intervention addressed to in-service teachers that is low-cost and easy to implement can cast corrective effects that persist over time in neuromyth beliefs.
Nota:	We would like to thank all the teachers who participated in this research for their collaboration.
Derechos:	Tots els drets reservats.
Lengua:	Anglès
Documento:	Article ; recerca
Materia:	False beliefs ; Misconceptions ; Neuromyths ; Teacher education ; Training impact
Publicado en:	Trends in Neuroscience and Education, Vol. 29 (2022) , article 100192, ISSN 2211-9493

Disponible a partir de: 2100-01-01

Registro creado el 2024-01-31, última modificación el 2024-05-04