NEUROMYTHS IN EDUCATION: BETWEEN SCIENCE AND PEDAGOGICAL BELIEFS
DOI:
https://doi.org/10.63330/aurumpub.035-051Keywords:
Neuromyths, Scientific Evidence, EducationAbstract
Neuromyths, which are misconceptions about brain function and learning, have become increasingly widespread in the school context, influencing pedagogical practices and student conceptions. This study aimed to investigate the presence and level of adherence to neuromyths among elementary and high school students. The problem is how to understand to what extent students recognize scientifically grounded information about the brain and differentiate it from incorrect statements. The justification is based on the need to promote scientific literacy and critical thinking, preventing the reproduction of misconceptions that can impact the learning process. The methodology adopted was quantitative and descriptive, with the application of a structured questionnaire containing true and false statements about neuroscience, applied to students of different grades. The data were analyzed using descriptive statistics. The results indicated a high incidence of belief in neuromyths, especially related to learning styles and hemispheric dominance, with a higher prevalence in elementary school. It is concluded that there is a need to incorporate discussions based on scientific evidence into the school environment in order to strengthen understanding of the brain and contribute to more grounded and critical pedagogical practices.
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