Resumen

RODRIGUEZ FUENTES, Antonio; MONDEJAR RODRIGUEZ, Juan Jesús; FIERRO CHONG, Bárbara Maricely  y  GALLARDO MONTES, Carmen del Pilar. Instruments for measuring teaching neuromyths to be used in Cuba and Spain. Universidad y Sociedad [online]. 2024, vol.16, n.1, pp. 235-245.  Epub 28-Feb-2024. ISSN 2218-3620.

Education cannot be ignored in the functioning of the brain of the students, nor of the teachers. The Neuroeducation paradigm has emerged with force. It mainly brings together pedagogy, learning psychology and cognitive neurosciences. It claims to adjust teaching to the brain functioning of the learner, reacting to the scarce neuroscientific evidence in the theoretical corpus of pedagogy and didactics. This is partly because much of it has only recently been discovered thanks to neurological research and advances in our knowledge of the brain. In addition, the brain is not something immutable, but its anatomy and functioning vary according to its use, from one context to another and, above all, with the evolution of time, from generation to generation. In fact, so-called neuromyths have been proliferating in society: misunderstandings, inaccuracies, biases, distortions, hoaxes and errors about the brain and how it works. They have also been identified in the teaching profession, with consequent negative implications for didactics. Overcoming them is therefore required because of the positive impact it will have on education. The main teaching neuromyths and the various contexts and instruments of enquiry are recorded in this study.

Palabras clave : Neuroeducation; Neuromyths; Neuromyths scales.