Neuromyths: Misconceptions about neurodevelopment by Italian teachers.
Trends Neurosci Educ
; 34: 100219, 2024 03.
Article
em En
| MEDLINE
| ID: mdl-38499407
ABSTRACT
BACKGROUND:
Neuromyths are commonly held misconceptions about the brain, often generated by a misunderstanding of scientifically established facts. To date, limited research has explored the pervalence of neuromyths about neurodevelopmental disorders in the teacher population.METHOD:
The current study investigated the prevalence of teachers' general and neurodevelopmental neuromyths among 820 Italian teachers.RESULTS:
Italian teachers correctly identified 73% of general neuromyths and 70% of neurodevelopmental neuromyths. The difference between general and neurodevelopmental neuromyths endorsement was significant. Frequency of accessing relevant information emerged as a protective factor. A mediation analysis showed that higher need for cognition was significantly associated with a higher frequency of accessing relevant information about the brain, which in turn led to lower endorsement of neuromyths.CONCLUSION:
In line with our findings, we suggest that teachers can benefit from neuroeducation initiatives aimed to enhance neuroscience literacy in both the initial education and continuous professional development of teachers.Palavras-chave
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Pessoal de Educação
/
Professores Escolares
Limite:
Humans
País/Região como assunto:
Europa
Idioma:
En
Revista:
Trends Neurosci Educ
Ano de publicação:
2024
Tipo de documento:
Article