BETWEEN MYTH AND EVIDENCE: NEUROSCIENTIFIC LITERACY AMONG TEACHERS
Abstract
The increase in research on neuroeducation provides valuable information for understanding how the brain works in educational practice. This growth has also led to the emergence of errors in the interpretation of scientific findings, known as neuromyths. This is an empirical study, using a cross-sectional associative strategy, in which 410 Peruvian teachers from regular basic education, at the early childhood, primary, and secondary levels, participated by responding to a questionnaire on neuromyths and general knowledge about how the brain works. Two predictive models were evaluated, finding that the score for general knowledge about brain function, the type of institutional management, and the teacher's educational level were variables that contributed significantly to the detection of neuromyths. In turn, attendance at neuroeducation training, teaching experience, and the type of institutional management were significantly related to the level of general knowledge about brain function. These results are consistent with previous studies and highlight the need to strengthen teacher training in reliable neuroscientific foundations.
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Copyright (c) 2025 Luis Echavarría-Ramírez , Luis Taype-Huarca , Luis Ramos-Vargas
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