The Persistence of Neuromyths in the Educational Settings: A Systematic Review

Neuroscience influences education, and these two areas have converged in a new field denominated “Neuroeducation.” However, the growing interest in the education–brain relationship does not match the proper use of research findings. In 2007, the Organization for Economic Cooperation and Development...

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Autores: Torrijos Muelas, Marta, González Víllora, Sixto, Bodoque Osma, Ana Rosa
Tipo de recurso: artículo
Fecha de publicación:2021
País:España
Institución:Universidad de Castilla-La Mancha
Repositorio:RUIdeRA. Repositorio Institucional de la UCLM
OAI Identifier:oai:ruidera.uclm.es:10578/35107
Acceso en línea:https://doi.org/10.3389/fpsyg.2020.591923
https://hdl.handle.net/10578/35107
Access Level:acceso abierto
Palabra clave:Neuromyths
Teachers
Pre-service teachers
Educators
Neuroeducation
Neuroscience
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spelling The Persistence of Neuromyths in the Educational Settings: A Systematic ReviewTorrijos Muelas, MartaGonzález Víllora, SixtoBodoque Osma, Ana RosaNeuromythsTeachersPre-service teachersEducatorsNeuroeducationNeuroscienceNeuroscience influences education, and these two areas have converged in a new field denominated “Neuroeducation.” However, the growing interest in the education–brain relationship does not match the proper use of research findings. In 2007, the Organization for Economic Cooperation and Development (OECD) warned of the misunderstandings about the brain among teachers, labeling them as neuromyths. The main objective here is to observe the prevalence of the neuromyths in educators over time. After two decades of publications of research on neuromyths among in-service or prospective teachers, this work presents a systematic scientific review. To select the articles, we used the words: “teachers,” “preservice teachers,” “neuromyths” combined with the Boolean data type “and.” The search was filtered according to the following criteria: (a) identifiable author, (b) written in English, Spanish, French, Italian, or Portuguese, (c) word neuromyth in title, abstract, or keywords, (d) research with a participant's survey, (e) sample focused on educators, (f) peer-review publication index in JCR, SJR, or ESCI. The documents were found through Web of Science, Scopus, PubMed, Dialnet, ProQuest, EBSCO-host, and Google Scholar. After the search, 24 articles were identified as being of sufficiently high quality for this systematic review. This result highlights that neuromyths are still the subject of attention almost two decades after their definition. The findings present neuromyths as the consequence of a lack of scientific knowledge, a communicative gap between scientists and teachers, and the low-quality information sources consulted by teachers. In addition, the data on protectors and predictors of neuromyths is inconsistent. There is also no standard scientific methodology nor a guideline to determine a new neuromyth. The results show the need to improve the scientific content in higher education and the importance of in-service teacher training. This research justifies the requirement for university professors to be active researchers and to establish a close link with educators from other fields and levels. Neuroeducation will be the bridge that unites scientific knowledge and practical application in education, with a rigorous, standard method for the entire scientific-educational community.Frontiers Media SA202420242021info:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.3389/fpsyg.2020.591923https://hdl.handle.net/10578/35107reponame:RUIdeRA. Repositorio Institucional de la UCLMinstname:Universidad de Castilla-La ManchaInglésinfo:eu-repo/semantics/openAccessCC BY 4.0oai:ruidera.uclm.es:10578/351072026-05-27T07:36:41Z
dc.title.none.fl_str_mv The Persistence of Neuromyths in the Educational Settings: A Systematic Review
title The Persistence of Neuromyths in the Educational Settings: A Systematic Review
spellingShingle The Persistence of Neuromyths in the Educational Settings: A Systematic Review
Torrijos Muelas, Marta
Neuromyths
Teachers
Pre-service teachers
Educators
Neuroeducation
Neuroscience
title_short The Persistence of Neuromyths in the Educational Settings: A Systematic Review
title_full The Persistence of Neuromyths in the Educational Settings: A Systematic Review
title_fullStr The Persistence of Neuromyths in the Educational Settings: A Systematic Review
title_full_unstemmed The Persistence of Neuromyths in the Educational Settings: A Systematic Review
title_sort The Persistence of Neuromyths in the Educational Settings: A Systematic Review
dc.creator.none.fl_str_mv Torrijos Muelas, Marta
González Víllora, Sixto
Bodoque Osma, Ana Rosa
author Torrijos Muelas, Marta
author_facet Torrijos Muelas, Marta
González Víllora, Sixto
Bodoque Osma, Ana Rosa
author_role author
author2 González Víllora, Sixto
Bodoque Osma, Ana Rosa
author2_role author
author
dc.subject.none.fl_str_mv Neuromyths
Teachers
Pre-service teachers
Educators
Neuroeducation
Neuroscience
topic Neuromyths
Teachers
Pre-service teachers
Educators
Neuroeducation
Neuroscience
description Neuroscience influences education, and these two areas have converged in a new field denominated “Neuroeducation.” However, the growing interest in the education–brain relationship does not match the proper use of research findings. In 2007, the Organization for Economic Cooperation and Development (OECD) warned of the misunderstandings about the brain among teachers, labeling them as neuromyths. The main objective here is to observe the prevalence of the neuromyths in educators over time. After two decades of publications of research on neuromyths among in-service or prospective teachers, this work presents a systematic scientific review. To select the articles, we used the words: “teachers,” “preservice teachers,” “neuromyths” combined with the Boolean data type “and.” The search was filtered according to the following criteria: (a) identifiable author, (b) written in English, Spanish, French, Italian, or Portuguese, (c) word neuromyth in title, abstract, or keywords, (d) research with a participant's survey, (e) sample focused on educators, (f) peer-review publication index in JCR, SJR, or ESCI. The documents were found through Web of Science, Scopus, PubMed, Dialnet, ProQuest, EBSCO-host, and Google Scholar. After the search, 24 articles were identified as being of sufficiently high quality for this systematic review. This result highlights that neuromyths are still the subject of attention almost two decades after their definition. The findings present neuromyths as the consequence of a lack of scientific knowledge, a communicative gap between scientists and teachers, and the low-quality information sources consulted by teachers. In addition, the data on protectors and predictors of neuromyths is inconsistent. There is also no standard scientific methodology nor a guideline to determine a new neuromyth. The results show the need to improve the scientific content in higher education and the importance of in-service teacher training. This research justifies the requirement for university professors to be active researchers and to establish a close link with educators from other fields and levels. Neuroeducation will be the bridge that unites scientific knowledge and practical application in education, with a rigorous, standard method for the entire scientific-educational community.
publishDate 2021
dc.date.none.fl_str_mv 2021
2024
2024
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dc.identifier.none.fl_str_mv https://doi.org/10.3389/fpsyg.2020.591923
https://hdl.handle.net/10578/35107
url https://doi.org/10.3389/fpsyg.2020.591923
https://hdl.handle.net/10578/35107
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
CC BY 4.0
eu_rights_str_mv openAccess
rights_invalid_str_mv CC BY 4.0
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Frontiers Media SA
publisher.none.fl_str_mv Frontiers Media SA
dc.source.none.fl_str_mv reponame:RUIdeRA. Repositorio Institucional de la UCLM
instname:Universidad de Castilla-La Mancha
instname_str Universidad de Castilla-La Mancha
reponame_str RUIdeRA. Repositorio Institucional de la UCLM
collection RUIdeRA. Repositorio Institucional de la UCLM
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