Neuromyths: disconnection between neuroscience and education
Abstract
Society is experiencing a growing interest in understanding the functioning of the human brain and mind, giving rise to neuroscience. However, neuroscientific findings, particularly those related to neuroeducation, have developed a seductive allure that has popularized misinformed, diluted, exaggerated, or simplified versions, giving rise to neuromyths. These erroneous versions of proven scientific results have made their way into classrooms worldwide, surpassing the theoretical barrier and leading to actions intended to improve the teaching-learning process by adopting strategies with little scientific basis. This essay examines educational neuromyths, their generation, persistence, and consequences. A compendium of current neuromyths that have been disseminated through mass media by influencers is presented. Finally, strengthening multidisciplinary communication as a method of defense and attack against neuromyths massively disseminated in the world of the Internet and social networks is proposed, with the ultimate goal of promoting effective educational environments that take advantage of advances in neuroscience.
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References
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