La neurociencia en la formación inicial de docentes

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Abstract

RESUMEN En el artículo se enfatiza en la aplicación de la transdisciplinariedad entre Neurociencia y educación y se aboga por la aprobación de disciplinas como Neuroeducación, Neurodidáctica y Neuropedagogía en la formación del docente para la concreción de resultados. Sin embargo, en un estudio diagnóstico realizado a docentes de la Universidad de Cienfuegos, Cuba se comprobó que todavía es insuficiente el conocimiento que tienen, con respecto a los contenidos de la Neurociencia aplicables a la educación. Asimismo, se constató las deficiencias del tratamiento de dichos contenidos en los actuales Planes de Estudio y Programas de Disciplinas, de ahí que se identifica como problema científico la necesidad de incluir el tratamiento de la neurociencia en el contenido de la formación inicial de docentes. Entre los principales resultados se destaca la nula preparación recibida por los docentes en formación en cuanto a conocimientos neurocientíficos así como el insuficiente tratamiento del tema en las disciplinas y asignaturas que contribuyen a su formación profesional para enfrentar la actividad pedagógica.

Translated abstract

ABSTRACT In the article is emphasis in the placed on the application of transdisciplinarity between Neuroscience and education and advocates the approval of disciplines such as Neuroeducation, NeuroDidactic and Neuropedagogy in teacher training for the realization of results. However, in a diagnostic study conducted to teachers of the University of Cienfuegos, Cuba it was found that the knowledge they have is still insufficient, with respect to the contents of Neuroscience applicable to education. Likewise, the deficiencies of the treatment of the contents in the current Study Plans and Discipline Programs were verified, hence the need to include the neuroscience treatment in the content of the initial teacher training is identified as a scientific problem. Among the main results is the lack of preparation received by teachers in training in terms of neuroscientific knowledge as well as the insufficient treatment of the subject in the disciplines and subjects that contribute to their professional training to face the pedagogical activity.

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Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers

Sanne Dekker, Nikki C Lee, Paul Howard-Jones … (2012)

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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Neuromyths in Education: Prevalence among Spanish Teachers and an Exploration of Cross-Cultural Variation

Marta Ferrero, Pablo Garaizar, Miguel Vadillo (2016)

Enthusiasm for research on the brain and its application in education is growing among teachers. However, a lack of sufficient knowledge, poor communication between educators and scientists, and the effective marketing of dubious educational products has led to the proliferation of numerous ‘neuromyths.’ As a first step toward designing effective interventions to correct these misconceptions, previous studies have explored the prevalence of neuromyths in different countries. In the present study we extend this applied research by gathering data from a new sample of Spanish teachers and by meta-analyzing all the evidence available so far. Our results show that some of the most popular neuromyths identified in previous studies are also endorsed by Spanish teachers. The meta-analytic synthesis of these data and previous research confirms that the popularity of some neuromyths is remarkably consistent across countries, although we also note peculiarities and exceptions with important implications for the development of effective interventions. In light of the increasing popularity of pseudoscientific practices in schools worldwide, we suggest a set of interventions to address misconceptions about the brain and education.