Teaching of the Nervous System and Perceptions of Neuromyths in Teachers: Enseñanza del sistema nervioso y percepciones de los neuromitos en el profesorado

Introduction: The lack of articulation of neurosciences to educational processes gave rise to a series of misconceptions known as Neuromyths, these fallacies can be assumed by critical formal ignorance of the way the nervous system works. This text intends to describe in the first place aspects of t...

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2021
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Universidad Antonio Nariño
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Repositorio UAN
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spa
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oai:repositorio.uan.edu.co:123456789/11032
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https://revistas.uan.edu.co/index.php/papeles/article/view/1272
https://repositorio.uan.edu.co/handle/123456789/11032
Palabra clave:
educación
formación docente
instrucción
neurología
sistema nervioso
education
teacher training
instruction
neurology
nervous system
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Copyright (c) 2022 Ludyn Johana Arévalo Fonseca, Nidia Yaneth Torres Merchan, Arnulfo Torres Peña
id UAntonioN2_691faa6b59571d50a518a9082b554fd2
oai_identifier_str oai:repositorio.uan.edu.co:123456789/11032
network_acronym_str UAntonioN2
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dc.title.en-US.fl_str_mv Teaching of the Nervous System and Perceptions of Neuromyths in Teachers: Enseñanza del sistema nervioso y percepciones de los neuromitos en el profesorado
dc.title.es-ES.fl_str_mv Enseñanza del sistema nervioso y percepciones de los neuromitos en el profesorado: Teaching of the Nervous System and Perceptions of Neuromyths in Teachers
title Teaching of the Nervous System and Perceptions of Neuromyths in Teachers: Enseñanza del sistema nervioso y percepciones de los neuromitos en el profesorado
spellingShingle Teaching of the Nervous System and Perceptions of Neuromyths in Teachers: Enseñanza del sistema nervioso y percepciones de los neuromitos en el profesorado
educación
formación docente
instrucción
neurología
sistema nervioso
education
teacher training
instruction
neurology
nervous system
title_short Teaching of the Nervous System and Perceptions of Neuromyths in Teachers: Enseñanza del sistema nervioso y percepciones de los neuromitos en el profesorado
title_full Teaching of the Nervous System and Perceptions of Neuromyths in Teachers: Enseñanza del sistema nervioso y percepciones de los neuromitos en el profesorado
title_fullStr Teaching of the Nervous System and Perceptions of Neuromyths in Teachers: Enseñanza del sistema nervioso y percepciones de los neuromitos en el profesorado
title_full_unstemmed Teaching of the Nervous System and Perceptions of Neuromyths in Teachers: Enseñanza del sistema nervioso y percepciones de los neuromitos en el profesorado
title_sort Teaching of the Nervous System and Perceptions of Neuromyths in Teachers: Enseñanza del sistema nervioso y percepciones de los neuromitos en el profesorado
dc.subject.es-ES.fl_str_mv educación
formación docente
instrucción
neurología
sistema nervioso
topic educación
formación docente
instrucción
neurología
sistema nervioso
education
teacher training
instruction
neurology
nervous system
dc.subject.en-US.fl_str_mv education
teacher training
instruction
neurology
nervous system
description Introduction: The lack of articulation of neurosciences to educational processes gave rise to a series of misconceptions known as Neuromyths, these fallacies can be assumed by critical formal ignorance of the way the nervous system works. This text intends to describe in the first place aspects of the teaching of the human nervous system and the perceptions about the neuromyths that Natural Sciences teachers have in basic education. Methodology: for this, an online survey was applied to 20 Natural Sciences teachers who work in Basic Education in the Colombian context. Results and discussion: It was found that most teachers address the contents of the nervous system from the exploration of previous knowledge to the development of complex processes of anatomy and physiology. On the other hand, although most teachers do not agree with the neuromyths raised, they still persist: critical periods, hemispheric dominance and the use of 10 % of the brain. In this sense, it is recognized that the prevalence of neuromyths in teachers can have repercussions on educational processes and evidences the gap that still exists between neuroscience and education. Conclusions: According to the above, it is necessary that teacher training programs and educational institutions open spaces for critical reflection that allow teachers and teaching directors to access information related to scientific and technological advances between neuroscience and education.
publishDate 2021
dc.date.accessioned.none.fl_str_mv 2024-10-10T02:37:23Z
dc.date.available.none.fl_str_mv 2024-10-10T02:37:23Z
dc.date.none.fl_str_mv 2021-10-20
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_6501
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status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistas.uan.edu.co/index.php/papeles/article/view/1272
10.54104/papeles.v14n28.1272
dc.identifier.uri.none.fl_str_mv https://repositorio.uan.edu.co/handle/123456789/11032
url https://revistas.uan.edu.co/index.php/papeles/article/view/1272
https://repositorio.uan.edu.co/handle/123456789/11032
identifier_str_mv 10.54104/papeles.v14n28.1272
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.uan.edu.co/index.php/papeles/article/view/1272/1124
dc.rights.en-US.fl_str_mv Copyright (c) 2022 Ludyn Johana Arévalo Fonseca, Nidia Yaneth Torres Merchan, Arnulfo Torres Peña
https://creativecommons.org/licenses/by-nd/4.0
dc.rights.coar.spa.fl_str_mv http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv Copyright (c) 2022 Ludyn Johana Arévalo Fonseca, Nidia Yaneth Torres Merchan, Arnulfo Torres Peña
https://creativecommons.org/licenses/by-nd/4.0
http://purl.org/coar/access_right/c_abf2
dc.format.none.fl_str_mv application/pdf
dc.publisher.en-US.fl_str_mv UNIVERSIDAD ANTONIO NARIÑO
dc.source.en-US.fl_str_mv Papeles; Vol. 14 No. 28 (2022): Papeles, Vol.14, Issue 28 (July-December, 2022)
dc.source.es-ES.fl_str_mv Papeles; Vol. 14 Núm. 28 (2022): Papeles, Vol. 14 Núm. 28 (Julio-Diciembre, 2022)
dc.source.pt-BR.fl_str_mv Papeles; v. 14 n. 28 (2022): Papeles, Vol.14, Issue 28 (July-December, 2022)
dc.source.none.fl_str_mv 2346-0911
0123-0670
10.54104/papeles.v14n28
institution Universidad Antonio Nariño
repository.name.fl_str_mv Repositorio Institucional UAN
repository.mail.fl_str_mv alertas.repositorio@uan.edu.co
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spelling 2021-10-202024-10-10T02:37:23Z2024-10-10T02:37:23Zhttps://revistas.uan.edu.co/index.php/papeles/article/view/127210.54104/papeles.v14n28.1272https://repositorio.uan.edu.co/handle/123456789/11032Introduction: The lack of articulation of neurosciences to educational processes gave rise to a series of misconceptions known as Neuromyths, these fallacies can be assumed by critical formal ignorance of the way the nervous system works. This text intends to describe in the first place aspects of the teaching of the human nervous system and the perceptions about the neuromyths that Natural Sciences teachers have in basic education. Methodology: for this, an online survey was applied to 20 Natural Sciences teachers who work in Basic Education in the Colombian context. Results and discussion: It was found that most teachers address the contents of the nervous system from the exploration of previous knowledge to the development of complex processes of anatomy and physiology. On the other hand, although most teachers do not agree with the neuromyths raised, they still persist: critical periods, hemispheric dominance and the use of 10 % of the brain. In this sense, it is recognized that the prevalence of neuromyths in teachers can have repercussions on educational processes and evidences the gap that still exists between neuroscience and education. Conclusions: According to the above, it is necessary that teacher training programs and educational institutions open spaces for critical reflection that allow teachers and teaching directors to access information related to scientific and technological advances between neuroscience and education.Introducción: la falta de articulación de las neurociencias a los procesos educativos dio origen a una serie de conceptos erróneos conocidos como neuromitos, falacias que pueden ser asumidas por desconocimiento formal crítico de la manera en que funciona el sistema nervioso. Este artículo se propuso describir, en primer lugar, aspectos de la enseñanza del sistema nervioso y las percepciones sobre los neuromitos que tienen docentes de Ciencias Naturales en educación básica. Metodología: para ello, se aplicó una encuesta en línea a 20 docentes de Ciencias Naturales que se desempeñan en la educación básica en el contexto colombiano. Resultados y discusión: se encontró que la mayoría de los docentes abordan los contenidos del sistema nervioso desde la exploración de saberes previos hasta el desarrollo de procesos complejos de la anatomía y la fisiología. Por otra parte, si bien la mayoría de los docentes no está de acuerdo con los neuromitos planteados, aún persisten: los periodos críticos, la dominancia hemisférica y el uso del 10 % del cerebro. En este sentido, se reconoce que la prevalencia de neuromitos en docentes puede tener repercusiones en procesos educativos y evidencia la brecha aún existente entre la neurociencia y la educación. Conclusiones: de acuerdo con lo anterior, es necesario que desde los programas de formación de docentes y las instituciones educativas se abran espacios de reflexión crítica que permitan a los docentes y directivos docentes acceder a información relacionada con los avances científicos y tecnológicos entre neurociencia y educación.A falta de articulação da neurociência com os processos educacionais deu origem a uma série de equívocos conhecidos como Neuromitos. Essas falácias são assumidas pelos professores devido ao desconhecimento formal crítico do funcionamento do sistema nervoso. Objetivo: Neste texto, propõe-se descrever as percepções dos neuromitos em professores de Ciências Naturais na educação básica e a forma como eles orientam o ensino do sistema nervoso humano. Metodologia: Foi aplicado um inquérito online a 20 professores, que responderam voluntariamente a um questionário sobre o ensino do sistema nervoso e as suas percepções relativamente a uma série de dados relacionados com o funcionamento deste sistema. Resultados: Constatou-se que a maioria dos professores aborda os conteúdos do sistema nervoso desde a exploração de conhecimentos prévios até o desenvolvimento de processos complexos de anatomia e fisiologia. Por outro lado, embora a maioria dos professores não concorde com os neuromitos levantados, ainda persistem neuromitos em alguns deles, como: períodos críticos (70%), dominância hemisférica (30%) e o uso de 10% do cérebro (25%). Conclusão: A prevalência de neuromitos em professores pode repercutir no ensino e aprendizagem do sistema nervoso humano, pois, de acordo com os avanços neurocientíficos, muitas das crenças sobre seu funcionamento não são verdadeiras, portanto, as modificações desses conteúdos devem estar presentes em contextos de ensino secundário, a fim de desenvolver competências e habilidades científicas.application/pdfspaUNIVERSIDAD ANTONIO NARIÑOhttps://revistas.uan.edu.co/index.php/papeles/article/view/1272/1124Copyright (c) 2022 Ludyn Johana Arévalo Fonseca, Nidia Yaneth Torres Merchan, Arnulfo Torres Peñahttps://creativecommons.org/licenses/by-nd/4.0http://purl.org/coar/access_right/c_abf2Papeles; Vol. 14 No. 28 (2022): Papeles, Vol.14, Issue 28 (July-December, 2022)Papeles; Vol. 14 Núm. 28 (2022): Papeles, Vol. 14 Núm. 28 (Julio-Diciembre, 2022)Papeles; v. 14 n. 28 (2022): Papeles, Vol.14, Issue 28 (July-December, 2022)2346-09110123-067010.54104/papeles.v14n28educaciónformación docenteinstrucciónneurologíasistema nerviosoeducationteacher traininginstructionneurologynervous systemTeaching of the Nervous System and Perceptions of Neuromyths in Teachers: Enseñanza del sistema nervioso y percepciones de los neuromitos en el profesoradoEnseñanza del sistema nervioso y percepciones de los neuromitos en el profesorado: Teaching of the Nervous System and Perceptions of Neuromyths in Teachersinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Arévalo Fonseca, Ludyn JohanaTorres Merchan, Nidia YanethTorres Peña, Arnulfo123456789/11032oai:repositorio.uan.edu.co:123456789/110322024-10-14 03:48:36.402metadata.onlyhttps://repositorio.uan.edu.coRepositorio Institucional UANalertas.repositorio@uan.edu.co