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      Prevalencia De Neuromitos En Académicos Universitarios De Chile Translated title: Neuromyth Prevalence In University Academics In Chile

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          Abstract

          Resumen Introducción: Un neuromito corresponde a un error de interpretación derivado de un mal entendimiento o creencia equivocada de hallazgos científicos, siendo frecuente en contextos de educación, pero también el área de neurología y otras neurociencias. El objetivo de esta investigación fue determinar la prevalencia de neuromitos entre académicos universitarios chilenos. Metodología: Cuantitativa, no experimental de corte transversal. El instrumento utilizado fue el Cuestionario de prevalencia de neuromitos, versión en español. La muestra consideró 64 académicos de seis universidades chilenas. Resultados: Entre los docentes universitarios de carreras de educación cuatro neuromitos tuvieron una prevalencia superior al 70% en los ítems relacionados con la relevancia de los estímulos en la etapa preescolar y que los individuos aprenden mejor cuando reciben información según un estilo de aprendizaje (visual, auditivo o kinestésico, VAK). Conclusiones y Recomendaciones: Se concluye que entre los académicos universitarios chilenos estudiados existe alta prevalencia de neuromitos. Como desafío del desempeño académico, ellos debiesen divulgar adecuadamente las investigaciones en neurociencias, pues esto impacta en la formación de los estudiantes y en su futuro profesional. Conocer los neuromitos que prevalecen entre ellos permitirá abordar la desestimación de creencias equivocadas que han perdurado largo del tiempo en el complejo escenario de la interacción entre educación y neurociencias.

          Translated abstract

          Abstract Introduction: A neuromyth is an interpretation error derived from a misunderstanding or mistaken belief about scientific findings, being frequent in educational contexts, but also in the area of neurology and other neurosciences. This research aimed to determine the prevalence of neuromyths among Chilean university scholars. Methodology: Quantitative, non-experimental, cross-sectional study. The instrument used was the Neuromyth Prevalence Questionnaire, Spanish version. The sample considered 64 scholars from six Chilean universities. Results: Among university teachers of education careers, four neuromyths had a prevalence higher than 70% in the items related to the relevance of the stimuli in the preschool stage and that individuals learn better when they receive information according to a learning style (visual, auditory or kinesthetic, VAK). Conclusions and Recommendations: In conclusion, there is a high prevalence of neuromyths among the Chilean university scholars studied. As a challenge of scholar performance, they should adequately disseminate neuroscience research, as this impacts student training and their professional future. Furthermore, the awareness about neuromyths that prevail among them will allow us to address the dismissal of misconceptions that have lasted for a long time in the complex scenario of the interaction between educational sciences and neurosciences.

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          World Medical Association Declaration of Helsinki: ethical principles for medical research involving human subjects.

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            Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers

            The OECD’s Brain and Learning project (2002) emphasized that many misconceptions about the brain exist among professionals in the field of education. Though these so-called “neuromyths” are loosely based on scientific facts, they may have adverse effects on educational practice. The present study investigated the prevalence and predictors of neuromyths among teachers in selected regions in the United Kingdom and the Netherlands. A large observational survey design was used to assess general knowledge of the brain and neuromyths. The sample comprised 242 primary and secondary school teachers who were interested in the neuroscience of learning. It would be of concern if neuromyths were found in this sample, as these teachers may want to use these incorrect interpretations of neuroscience findings in their teaching practice. Participants completed an online survey containing 32 statements about the brain and its influence on learning, of which 15 were neuromyths. Additional data was collected regarding background variables (e.g., age, sex, school type). Results showed that on average, teachers believed 49% of the neuromyths, particularly myths related to commercialized educational programs. Around 70% of the general knowledge statements were answered correctly. Teachers who read popular science magazines achieved higher scores on general knowledge questions. More general knowledge also predicted an increased belief in neuromyths. These findings suggest that teachers who are enthusiastic about the possible application of neuroscience findings in the classroom find it difficult to distinguish pseudoscience from scientific facts. Possessing greater general knowledge about the brain does not appear to protect teachers from believing in neuromyths. This demonstrates the need for enhanced interdisciplinary communication to reduce such misunderstandings in the future and establish a successful collaboration between neuroscience and education.
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              Neuroscience and education: myths and messages.

              For several decades, myths about the brain - neuromyths - have persisted in schools and colleges, often being used to justify ineffective approaches to teaching. Many of these myths are biased distortions of scientific fact. Cultural conditions, such as differences in terminology and language, have contributed to a 'gap' between neuroscience and education that has shielded these distortions from scrutiny. In recent years, scientific communications across this gap have increased, although the messages are often distorted by the same conditions and biases as those responsible for neuromyths. In the future, the establishment of a new field of inquiry that is dedicated to bridging neuroscience and education may help to inform and to improve these communications.
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                Author and article information

                Journal
                rneuro
                Revista Ecuatoriana de Neurología
                Rev Ecuat Neurol
                Sociedad Médica Ecuatoriana de Neurología (Guayaquil, Guayas, Ecuador )
                1019-8113
                2631-2581
                September 2021
                : 30
                : 2
                : 26-33
                Affiliations
                [1] Santiago orgnameUniversidad Bernardo O’Higgins orgdiv1Facultad de Educación Chile prof.elizabeth.flores@ 123456gmail.com
                [4] La Florida orgnameUniversidad Católica Silva Henríquez orgdiv1Facultad de Educación Chile
                [2] Ñuñoa Santiago de Chile orgnameUniversidad Metropolitana de Ciencias de la Educación orgdiv1Facultad de Educación Chile
                [3] Providencia orgnameUniversidad SEK orgdiv1Facultad de Educación y Cultura Chile
                Article
                S2631-25812021000200026 S2631-2581(21)03000200026
                10.46997/revecuatneurol30200026
                9781b4db-b907-425f-a572-d4f33acc1f48

                This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 32, Pages: 8
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                Product Information: website

                neuromyths,neurociencia.,educación,académicos,neuromitos,neuroscience,education,academics

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