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Teaching the Science in Neuroscience to Protect From Neuromyths: From Courses to Fieldwork.

Alejandra Carboni^1,2, Alejandro Maiche^1,2, Juan C Valle-Lisboa^2,3

¹Centro de Investigación Básica en Psicología e Instituto de Fundamentos y Métodos, Facultad de Psicología, Universidad de la República, Montevideo, Uruguay.

Frontiers in Human Neuroscience

|October 15, 2021

Summary

Cognitive Neuroscience offers valuable insights for education, but misconceptions and neuromyths are prevalent. Active educator involvement in research and scientific principles improves understanding and combats misinformation.

Keywords:

cognitive neuroscience fieldwork learning neuromyths neuroscience of education teacher training

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Area of Science:

Cognitive Neuroscience
Educational Psychology
Neuroscience Education

Background:

Cognitive Neuroscience has expanded beyond basic research to influence public policy, particularly in education.
The demand for neuroscience in education has led to a market of neuro-products, many of which perpetuate misconceptions and neuromyths.
Neuromyths can negatively impact educators, leading them to abandon evidence-based practices for unproven methods.

Purpose of the Study:

To investigate effective strategies for bridging the gap between cognitive neuroscience and education.
To evaluate methods for improving educators' understanding of neuroscience principles and their application in the classroom.
To combat the spread of neuromyths and promote evidence-based educational practices.

Main Methods:

Implemented collaborative research projects involving educators and scientists since 2013.
Developed a course focused on the applications of neuroscience in education, emphasizing empirical and theoretical foundations.
Compared the effectiveness of active educator involvement (research participation, courses) against passive popularization of neuroscience findings.

Main Results:

Educators actively engaged in discussing methodological bases of neuroscience show improved conceptual understanding.
Deeper involvement in research and coursework enhances educators' ability to discern evidence-based practices from commercial neuro-products.
Understanding scientific principles better equips educators to critically evaluate neuroscience claims.

Conclusions:

Active participation and in-depth learning are more effective than simple information dissemination for improving educators' grasp of neuroscience.
These strategies help educators critically assess neuroscientific knowledge, mitigating the impact of neuromyths.
Fostering a strong conceptual and empirical understanding of neuroscience is crucial for its effective and responsible application in education.