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

This study, conducted by Marta Torrijos-Muelas, Sixto González-Víllora, and Ana-Rosa Bodoque-Osma, examines the persistence of neuromyths in educational settings. A systematic review of scientific articles was performed, selecting 24 relevant studies that address the prevalence and factors perpetuating these myths among teachers and future educators.

The results show that neuromyths remain prevalent due to a lack of scientific knowledge, a communication gap between scientists and teachers, and the low-quality information sources consulted by educators. Additionally, there is no standardized scientific methodology to identify new neuromyths.

This study highlights the need to improve scientific content in higher education and ongoing teacher training. The authors suggest that neuroeducation can act as a bridge between scientific knowledge and its practical application in education, promoting a rigorous and standardized methodology for the entire educational and scientific community.

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