Neuroedumyhts: A Contribution from Socioneuroscience to the Right to Education for All
Scientific literature about neuromyths has proliferated in the last few years. However, there is a gap of knowledge around neuroedumyths. While neuromyths are based on hoaxes about the brain, neuroedumyths use neuroscientific concepts but state consequences for education that are false. This articl...
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| Format: | Article |
| Language: | English |
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Hipatia Press
2023-02-01
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| Series: | Qualitative Research in Education |
| Subjects: | |
| Online Access: | https://hipatiapress.com/hpjournals/index.php/qre/article/view/10795 |
| _version_ | 1827921796406444032 |
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| author | Sandra Racionero-Plaza Ramón Flecha Sara Carbonell Alfonso Rodríguez-Oramas |
| author_facet | Sandra Racionero-Plaza Ramón Flecha Sara Carbonell Alfonso Rodríguez-Oramas |
| author_sort | Sandra Racionero-Plaza |
| collection | DOAJ |
| description |
Scientific literature about neuromyths has proliferated in the last few years. However, there is a gap of knowledge around neuroedumyths. While neuromyths are based on hoaxes about the brain, neuroedumyths use neuroscientific concepts but state consequences for education that are false. This article presents, for the first time, research about neuroedumyths among teachers. This study has applied the innovative methodology of Public Lectures’ Debates Analytics (PLDA), in its ex-post modality. This has meant the analysis, by the twelve participants interviewed in this research, of the conclusions of public lectures’ debates on neuroscience and education. The results show the presence of four neuroedumyths among teachers: The brain needs to be bored to develop; Violence resides in masculine genes; Brain develops almost completely the first three years of life; and There are right-hemisphere students and left-hemisphere students. While neuromyths have been spread among teachers by trainers specialized in education but lacking scientific information about neuroscience, neuroedumyths have been spread among teachers by neuroscientists lacking scientific information on education. Differently to some previous studies which approached this problem as teachers’ errors or ignorance, the results of our study show that the problem is the errors of some teachers’ trainers.
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| first_indexed | 2024-03-13T04:32:41Z |
| format | Article |
| id | doaj.art-07257b912ec747da813cbd8833c258f7 |
| institution | Directory Open Access Journal |
| issn | 2014-6418 |
| language | English |
| last_indexed | 2024-03-13T04:32:41Z |
| publishDate | 2023-02-01 |
| publisher | Hipatia Press |
| record_format | Article |
| series | Qualitative Research in Education |
| spelling | doaj.art-07257b912ec747da813cbd8833c258f72023-06-19T08:29:43ZengHipatia PressQualitative Research in Education2014-64182023-02-0112110.17583/qre.10795Neuroedumyhts: A Contribution from Socioneuroscience to the Right to Education for AllSandra Racionero-Plaza0Ramón Flecha1Sara Carbonell2Alfonso Rodríguez-Oramas3University of Barcelona University of BarcelonaRovira i Virgili UniversityLatin-American network of schools as Learning Communities Scientific literature about neuromyths has proliferated in the last few years. However, there is a gap of knowledge around neuroedumyths. While neuromyths are based on hoaxes about the brain, neuroedumyths use neuroscientific concepts but state consequences for education that are false. This article presents, for the first time, research about neuroedumyths among teachers. This study has applied the innovative methodology of Public Lectures’ Debates Analytics (PLDA), in its ex-post modality. This has meant the analysis, by the twelve participants interviewed in this research, of the conclusions of public lectures’ debates on neuroscience and education. The results show the presence of four neuroedumyths among teachers: The brain needs to be bored to develop; Violence resides in masculine genes; Brain develops almost completely the first three years of life; and There are right-hemisphere students and left-hemisphere students. While neuromyths have been spread among teachers by trainers specialized in education but lacking scientific information about neuroscience, neuroedumyths have been spread among teachers by neuroscientists lacking scientific information on education. Differently to some previous studies which approached this problem as teachers’ errors or ignorance, the results of our study show that the problem is the errors of some teachers’ trainers. https://hipatiapress.com/hpjournals/index.php/qre/article/view/10795neuroedumythssocioneuroscienceneuromythsteachersfamilies |
| spellingShingle | Sandra Racionero-Plaza Ramón Flecha Sara Carbonell Alfonso Rodríguez-Oramas Neuroedumyhts: A Contribution from Socioneuroscience to the Right to Education for All Qualitative Research in Education neuroedumyths socioneuroscience neuromyths teachers families |
| title | Neuroedumyhts: A Contribution from Socioneuroscience to the Right to Education for All |
| title_full | Neuroedumyhts: A Contribution from Socioneuroscience to the Right to Education for All |
| title_fullStr | Neuroedumyhts: A Contribution from Socioneuroscience to the Right to Education for All |
| title_full_unstemmed | Neuroedumyhts: A Contribution from Socioneuroscience to the Right to Education for All |
| title_short | Neuroedumyhts: A Contribution from Socioneuroscience to the Right to Education for All |
| title_sort | neuroedumyhts a contribution from socioneuroscience to the right to education for all |
| topic | neuroedumyths socioneuroscience neuromyths teachers families |
| url | https://hipatiapress.com/hpjournals/index.php/qre/article/view/10795 |
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