Do conhecimento científico ao mal-entendido. Prevalência de neuromitos em estudantes equatorianos
DOI:
https://doi.org/10.35362/rie7813241Palavras-chave:
neuroeducação, neuromito, educação, estudantes, EquadorResumo
Objetivo: Analisar a prevalência de neuromitos em uma amostra de estudantes equatorianos de cursos relacionados com a educação. Métodos: Um questionário foi aplicado a 328 participantes para a avaliação do nível de crença em neuromitos e conhecimentos gerais sobre o funcionamento cerebral. Resultados: 97,87% dos entrevistados demonstraram interesse em neurociências em relação à aprendizagem e 91,16% opinaram que estes aspectos são relevantes em sua atividade profissional; no entanto, apenas 45,12% leem artigos em publicações periódicas a esse respeito e 37,20% receberam instrução formal sobre o assunto. Em média, os estudantes não conseguiram identificar 56% (DP = 27%) dos neuromitos e responderam corretamente a 54% (DP = 25%) das questões de conhecimentos gerais, não apresentando diferenças significativas por sexo. Ao contrário da literatura, a idade foi o único preditor significativo da crença em neuromitos, e o interesse, a leitura e a instrução preconizaram negativamente o conhecimento geral em neurociência. Além disso, não foram encontradas correlações significativas entre idade, crença em neuromitos e conhecimentos gerais em neurociência. Os resultados obtidos em relação à prevalência de neuromitos são compatíveis com pesquisas anteriores realizadas com amostras latino-americanas e europeias. Conclusões: Os neuromitos representam uma ameaça particularmente alarmante nos países em desenvolvimento e seu estudo é essencial para o desenho de novas e melhores iniciativas que contribuam para sua redução
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Referências
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Berninger, V. W., & Richards, T. L. (2002). Brain literacy for educators and psychologists. Elsevier.
Bowers, J. (2016). The Practical and Principled Problems With Educational Neuroscience. Psychological Review, 123(5), 600-612.
Boyd, R. (2008). Do people only use 10 percent of their brains? Scientific American. Obtenido de: https://www.scientificamerican.com/article/do-people-only-use-10-percent-of-their-brains/
Bruer, J. (1997). Education and the Brain: A Bridge Too Far. Educational Researcher, 26(8), 4-16.
Busso, D. S., & Pollack, C. (2014). No brain left behind: consequences of. Learning, Media and Techonology, 40(2), 1-19. doi:10.1080/17439884.2014.908908
Campos, A. L. (2010). Neuroeducación: Uniendo las neurociencias y la educación en la búsqueda del desarrollo humano. La Educación(143). Recuperado de: http://kdoce.cl/wp-content/uploads/2017/10/DOC1-neuroeducacion.pdf
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Cigman, R., & Davis, A. (2009). New philosophies of learning. Chichester: Wiley-Blackwell.
Clark, J. (2013). Philosophy, Neuroscience and Education. Educational Philosophy and Theory, 1-11.
Corredor, K., & Cárdenas, F. (2017). Neuro-”lo que sea”: inicio y auge de una pseudociencia para el siglo XXI. Revista Latinoamericana de Psicología, 49(2).
Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in Psychology, 3, 1-8. doi:10.3389/fpsyg.2012.00429
Dündar, S., & Gündüz, N. (2016). Misconceptions Regarding the Brain: The Neuromyths of Preservice Teachers. Mind, Brain, and Education, 1-21. doi:10.1111/mbe.12119
Düvel, N., Wolf, A., & Kopiez, R. (2017). Neuromyths in Music Education: Prevalence and Predictors of Misconceptions among Teachers and Students. Frontiers in Psychology, 8(629). doi:10.3389/fpsyg.2017.00629
Ferrero, M., Garaizar, P., & Vadillo, M. A. (2016). Neuromyths in Education: Prevalence among Spanish Teachers and an Exploration of Cross Cultural Variation. Frontiers in Human Neuroscience, 10(496). doi:10.3389/fnhum.2016.00496
Fileds, R. D., Araque, A., Johansen-Berg, H., Lim, S. S., Lynch, G., Nave, K. A., . . . Wake, H. (2014). Glial biology in learning cognition. Neuroscientist, 20(5), 426-431. doi:10.1177/1073858413504465
Frazzetto, G., & Anker, S. (2009). Neuroculture. Nature Reviews Neuroscience, 815-821.
Gleichgerrcht, E., Lira Luttges, B., Salvarezza, F., & Campos, A. L. (2015). Educational Neuromyths Among Teachers in Latin America. Mind, Brain and Education, 9(3), 170-178. doi:10.1111/mbe.12086
Gleichgerrcht, E., Luttges, B. L., Salavarezza, F., & Campos, A. L. (2015). Educational Neuromyths Among Teachers in Latin America. 9(3), 170-178. doi:10.1111/mbe.12086
Herculano-Houzel, S. (2002). Do You Know Your Brain? A Survey on Public Neuroscience Literacy at the Closing of the Decade of the Brai. Neuroscientist, 8(2), 98-110. doi:10.1177/107385840200800206
Hermida, M. J., Segretin, M. S., Soni García, A., & Lipina, S. J. (2016). Conceptions and misconceptions about neuroscience in preschool teachers: a study from Argentina. Educational Research, 58(4), 457-472. doi:10.1080/00131881.2016.1238585
Hook, C., & Farah, M. (2013). Neuroscience for Educators: What Are They Seeking, and What Are They Finding? Neuroethics, 6, 331–341.
Howard-Jones, P., Ansari, D., De Smedt, B., Laurillard, D., Varma, S., Butterworth, B., . . . Thomas, M. (2016). The Principles and Practices of Educational Neuroscience: Comment on Bowers (2016). Psychological Review, 123(5), 620–627.
Howard-Jones, P., Franey, L., Mashmoushi, R., & Liao, Y. C. (2009). The neuroscience literacy of trainee teachers. British Educational Research Association Annual Conference (pp. 1-39). Manchester: University of Manchester. Disponible en: http://www.lscp.net/persons/dupoux/teaching/JOURNEE_AUTOMNE_CogMaster_2014-15/readings_neuromyths/Howard-Jones_et_al_(2009).Neuroscience_litteracy.pdf
Im, S.-h., Cho, J.-Y., Dubinsky, J. M., & Varma, S. (2018). Taking an educational psychology course improves neuroscience literacy but does not reduce belief in neuromyths. PLOS ONE, 13(2), 1-19. doi:10.1371/journal.pone.0192163
Lilienfeld, S. O. (2007). Psychological Treatments That Cause Harm. Perspectives on Psychological Science, 2(1), 53-70. doi:10.1111/j.1745-6916.2007.00029.x
Macdonald, K., Germine, L., Anderson, A., Christodolou, J., & McGrath, L. M. (2017). Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths. Frontiers in Psuchology, 8(1314). doi:10.3389/fpsyg.2017.01314
Mancera, L., & Roldan, M. (2018). Potenciando procesos atencionales desde la neuroeducación en la primera infancia. Recuperado de: http://190.131.241.186/bitstream/handle/10823/1131/potenciando%20procesos%20atencionales%20desde%20la%20neuroeducacion.pdf?sequence=1&isAllowed=y
Minkang, K., & Sankey, D. (2017). Philosophy, neuroscience and pre-service teachers’ beliefs in neuromyths: A call for remedial action. Educational Philosophy and Theory. doi:10.1080/00131857.2017.1395736
Mora, F. (2013). Neuroeducación. Solo se puede aprender aquello que se ama . Alianza.
Norlund, A. (2018, Febrero 8). Busting Neuromyths. Magazine 1866.
OECD. (2002). Understading the Brain: Towards a New Learning Science. Paris: OECD Publishing. doi: https://doi.org/10.1787/9789264174986-en.
Palláres-Domínguez, D. (2016). Neuroeducación en diálogo: Neuromitos en el proceso de enseñanza-aprendizaje y en la educación moral. Pensamiento, 72(273), 941-958.
Papadatou-Pastou, M., Haliou, E., & Vlachos, F. (2017). Brain Knowledge and the Prevalence of Neuromyths among Prospective Teachers in Greece. Frontiers in Psychology, 8(804). doi:10.3389/fpsyg.2017.00804
Pasquinelli, E. (2012). Neuromyths: Why do they exist and persist? Mind, Brain and Education, 6(2), 89-96. doi:10.1111/j.1751-228X.2012.01141.x
Pei, X., Howard-Jones, P. A., Zhang, S., Liu, X., & Jin, Y. (2014). Teachers’ understanding about the brain in East China . Procedia - Social and Behaviour Sciences , 174, 3681-3688. doi:10.1016/j.sbspro.2015.01.1091
Rato, J. R., Abreu, A. M., & Castro-Caldas, A. (2013). Neuromyths in education: what is fact and what is fiction for Portuguese teachers? Educational Research, 55(4), 441-453. doi:10.1080/00131881.2013.844947
Terán, M. J. (2014). El diálogo entre neurociencia y educación: “neuro mitos” y aplicaciones para transformar el proceso de enseñanza-aprendizaje. Quito. Disponible en: http://repositorio.usfq.edu.ec/bitstream/23000/3970/1/112641.pdf
Varas-Genestier, P., & Ferreira, R. A. (2017). Neuromitos de los profesores chilenos: orígenes y predictores. Estudios Pedagógicos, 43(3), 341-360. doi:10.4067/S0718-07052017000300020
Ansari, D., De Smedt, B., & Grabner, R. (2012). Neuroeducation – A Critical Overview of An Emerging Field. Neuroethics, 5(2), 105-117.
Bailey, R. P., Madigan, D. J., Cope, E., & Nicholls, A. R. (2018). The Prevalence of Pseudoscientific Ideas and Neuromyths Among Sports Coaches. Frontiers in Psychology, 9(641). doi:10.3389/fpsyg.2018.00641
Battro, A., Fischer, K., & Léna, P. (2008). The Educated Brain: Essays in Neuroeducation. Cambridge: Cambridge University Press.
Beauchamp, C., & Beauchamp, M. (2013). Boundary as Bridge: An Analysis of the Educational Neuroscience Literature from a Boundary Perspective. Educational Psychology Review, 25, 47-67. doi:10.1007/s10648-012-9207-x
Berninger, V. W., & Richards, T. L. (2002). Brain literacy for educators and psychologists. Elsevier.
Bowers, J. (2016). The Practical and Principled Problems With Educational Neuroscience. Psychological Review, 123(5), 600-612.
Boyd, R. (2008). Do people only use 10 percent of their brains? Scientific American. Obtenido de: https://www.scientificamerican.com/article/do-people-only-use-10-percent-of-their-brains/
Bruer, J. (1997). Education and the Brain: A Bridge Too Far. Educational Researcher, 26(8), 4-16.
Busso, D. S., & Pollack, C. (2014). No brain left behind: consequences of. Learning, Media and Techonology, 40(2), 1-19. doi:10.1080/17439884.2014.908908
Campos, A. L. (2010). Neuroeducación: Uniendo las neurociencias y la educación en la búsqueda del desarrollo humano. La Educación(143). Recuperado de: http://kdoce.cl/wp-content/uploads/2017/10/DOC1-neuroeducacion.pdf
Canbulat, T., & Kiriktas, H. (2017). Assessment of Educational Neuromyths among Teachers and Teacher Candidates. Journal of Education and Learning, 6(2), 326-333. doi:10.5539/jel.v6n2p326
Carew, T., & Magsamen, S. (2010). Neuroscience and Education: An Ideal Partnership for Producing Evidence-Based Solutions to Guide 21. Neuron, 67(5), 685–688.
Cigman, R., & Davis, A. (2009). New philosophies of learning. Chichester: Wiley-Blackwell.
Clark, J. (2013). Philosophy, Neuroscience and Education. Educational Philosophy and Theory, 1-11.
Corredor, K., & Cárdenas, F. (2017). Neuro-”lo que sea”: inicio y auge de una pseudociencia para el siglo XXI. Revista Latinoamericana de Psicología, 49(2).
Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in Psychology, 3, 1-8. doi:10.3389/fpsyg.2012.00429
Dündar, S., & Gündüz, N. (2016). Misconceptions Regarding the Brain: The Neuromyths of Preservice Teachers. Mind, Brain, and Education, 1-21. doi:10.1111/mbe.12119
Düvel, N., Wolf, A., & Kopiez, R. (2017). Neuromyths in Music Education: Prevalence and Predictors of Misconceptions among Teachers and Students. Frontiers in Psychology, 8(629). doi:10.3389/fpsyg.2017.00629
Ferrero, M., Garaizar, P., & Vadillo, M. A. (2016). Neuromyths in Education: Prevalence among Spanish Teachers and an Exploration of Cross Cultural Variation. Frontiers in Human Neuroscience, 10(496). doi:10.3389/fnhum.2016.00496
Fileds, R. D., Araque, A., Johansen-Berg, H., Lim, S. S., Lynch, G., Nave, K. A., . . . Wake, H. (2014). Glial biology in learning cognition. Neuroscientist, 20(5), 426-431. doi:10.1177/1073858413504465
Frazzetto, G., & Anker, S. (2009). Neuroculture. Nature Reviews Neuroscience, 815-821.
Gleichgerrcht, E., Lira Luttges, B., Salvarezza, F., & Campos, A. L. (2015). Educational Neuromyths Among Teachers in Latin America. Mind, Brain and Education, 9(3), 170-178. doi:10.1111/mbe.12086
Gleichgerrcht, E., Luttges, B. L., Salavarezza, F., & Campos, A. L. (2015). Educational Neuromyths Among Teachers in Latin America. 9(3), 170-178. doi:10.1111/mbe.12086
Herculano-Houzel, S. (2002). Do You Know Your Brain? A Survey on Public Neuroscience Literacy at the Closing of the Decade of the Brai. Neuroscientist, 8(2), 98-110. doi:10.1177/107385840200800206
Hermida, M. J., Segretin, M. S., Soni García, A., & Lipina, S. J. (2016). Conceptions and misconceptions about neuroscience in preschool teachers: a study from Argentina. Educational Research, 58(4), 457-472. doi:10.1080/00131881.2016.1238585
Hook, C., & Farah, M. (2013). Neuroscience for Educators: What Are They Seeking, and What Are They Finding? Neuroethics, 6, 331–341.
Howard-Jones, P., Ansari, D., De Smedt, B., Laurillard, D., Varma, S., Butterworth, B., . . . Thomas, M. (2016). The Principles and Practices of Educational Neuroscience: Comment on Bowers (2016). Psychological Review, 123(5), 620–627.
Howard-Jones, P., Franey, L., Mashmoushi, R., & Liao, Y. C. (2009). The neuroscience literacy of trainee teachers. British Educational Research Association Annual Conference (pp. 1-39). Manchester: University of Manchester. Disponible en: http://www.lscp.net/persons/dupoux/teaching/JOURNEE_AUTOMNE_CogMaster_2014-15/readings_neuromyths/Howard-Jones_et_al_(2009).Neuroscience_litteracy.pdf
Im, S.-h., Cho, J.-Y., Dubinsky, J. M., & Varma, S. (2018). Taking an educational psychology course improves neuroscience literacy but does not reduce belief in neuromyths. PLOS ONE, 13(2), 1-19. doi:10.1371/journal.pone.0192163
Lilienfeld, S. O. (2007). Psychological Treatments That Cause Harm. Perspectives on Psychological Science, 2(1), 53-70. doi:10.1111/j.1745-6916.2007.00029.x
Macdonald, K., Germine, L., Anderson, A., Christodolou, J., & McGrath, L. M. (2017). Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths. Frontiers in Psuchology, 8(1314). doi:10.3389/fpsyg.2017.01314
Mancera, L., & Roldan, M. (2018). Potenciando procesos atencionales desde la neuroeducación en la primera infancia. Recuperado de: http://190.131.241.186/bitstream/handle/10823/1131/potenciando%20procesos%20atencionales%20desde%20la%20neuroeducacion.pdf?sequence=1&isAllowed=y
Minkang, K., & Sankey, D. (2017). Philosophy, neuroscience and pre-service teachers’ beliefs in neuromyths: A call for remedial action. Educational Philosophy and Theory. doi:10.1080/00131857.2017.1395736
Mora, F. (2013). Neuroeducación. Solo se puede aprender aquello que se ama . Alianza.
Norlund, A. (2018, Febrero 8). Busting Neuromyths. Magazine 1866.
OECD. (2002). Understading the Brain: Towards a New Learning Science. Paris: OECD Publishing. doi: https://doi.org/10.1787/9789264174986-en.
Palláres-Domínguez, D. (2016). Neuroeducación en diálogo: Neuromitos en el proceso de enseñanza-aprendizaje y en la educación moral. Pensamiento, 72(273), 941-958.
Papadatou-Pastou, M., Haliou, E., & Vlachos, F. (2017). Brain Knowledge and the Prevalence of Neuromyths among Prospective Teachers in Greece. Frontiers in Psychology, 8(804). doi:10.3389/fpsyg.2017.00804
Pasquinelli, E. (2012). Neuromyths: Why do they exist and persist? Mind, Brain and Education, 6(2), 89-96. doi:10.1111/j.1751-228X.2012.01141.x
Pei, X., Howard-Jones, P. A., Zhang, S., Liu, X., & Jin, Y. (2014). Teachers’ understanding about the brain in East China . Procedia - Social and Behaviour Sciences , 174, 3681-3688. doi:10.1016/j.sbspro.2015.01.1091
Rato, J. R., Abreu, A. M., & Castro-Caldas, A. (2013). Neuromyths in education: what is fact and what is fiction for Portuguese teachers? Educational Research, 55(4), 441-453. doi:10.1080/00131881.2013.844947
Terán, M. J. (2014). El diálogo entre neurociencia y educación: “neuro mitos” y aplicaciones para transformar el proceso de enseñanza-aprendizaje. Quito. Disponible en: http://repositorio.usfq.edu.ec/bitstream/23000/3970/1/112641.pdf
Varas-Genestier, P., & Ferreira, R. A. (2017). Neuromitos de los profesores chilenos: orígenes y predictores. Estudios Pedagógicos, 43(3), 341-360. doi:10.4067/S0718-07052017000300020
Como Citar
Falquez Torres, J. F., & Ocampo Alvarado, J. C. (2018). Do conhecimento científico ao mal-entendido. Prevalência de neuromitos em estudantes equatorianos. Revista Ibero-Americana De Educação, 78(1), 87–106. https://doi.org/10.35362/rie7813241
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Publicado
2018-11-15
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Seção
Monográfico. Neurodidáctica en el aula
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