Enseñanza del sistema nervioso y percepciones de los neuromitos en el profesorado: Teaching of the Nervous System and Perceptions of Neuromyths in Teachers
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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UNIVERSIDAD ANTONIO NARIÑO
2021
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| Online Access: | https://revistas.uan.edu.co/index.php/papeles/article/view/1272 |
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| author | Arévalo Fonseca, Ludyn Johana Torres Merchan, Nidia Yaneth Torres Peña, Arnulfo |
| author_facet | Arévalo Fonseca, Ludyn Johana Torres Merchan, Nidia Yaneth Torres Peña, Arnulfo |
| author_sort | Arévalo Fonseca, Ludyn Johana |
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| 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.
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| format | Digital |
| id | revistas.uan.edu.co-article-1272 |
| institution | Revista PAPELES |
| language | spa |
| publishDate | 2021 |
| publisher | UNIVERSIDAD ANTONIO NARIÑO |
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| spelling | revistas.uan.edu.co-article-12722024-07-18T13:52:36Z Teaching of the Nervous System and Perceptions of Neuromyths in Teachers: Enseñanza del sistema nervioso y percepciones de los neuromitos en el profesorado Enseñanza del sistema nervioso y percepciones de los neuromitos en el profesorado: Teaching of the Nervous System and Perceptions of Neuromyths in Teachers Arévalo Fonseca, Ludyn Johana Torres Merchan, Nidia Yaneth Torres Peña, Arnulfo educación formación docente instrucción neurología sistema nervioso education teacher training instruction neurology nervous system 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. 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. UNIVERSIDAD ANTONIO NARIÑO 2021-10-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uan.edu.co/index.php/papeles/article/view/1272 10.54104/papeles.v14n28.1272 Papeles; 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) 2346-0911 0123-0670 10.54104/papeles.v14n28 spa https://revistas.uan.edu.co/index.php/papeles/article/view/1272/1124 Copyright (c) 2022 Ludyn Johana Arévalo Fonseca, Nidia Yaneth Torres Merchan, Arnulfo Torres Peña https://creativecommons.org/licenses/by-nd/4.0 |
| spellingShingle | educación formación docente instrucción neurología sistema nervioso education teacher training instruction neurology nervous system Arévalo Fonseca, Ludyn Johana Torres Merchan, Nidia Yaneth Torres Peña, Arnulfo Enseñanza del sistema nervioso y percepciones de los neuromitos en el profesorado: Teaching of the Nervous System and Perceptions of Neuromyths in Teachers |
| title | Enseñanza del sistema nervioso y percepciones de los neuromitos en el profesorado: Teaching of the Nervous System and Perceptions of Neuromyths in Teachers |
| title_alt | 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 | Enseñanza del sistema nervioso y percepciones de los neuromitos en el profesorado: Teaching of the Nervous System and Perceptions of Neuromyths in Teachers |
| title_fullStr | Enseñanza del sistema nervioso y percepciones de los neuromitos en el profesorado: Teaching of the Nervous System and Perceptions of Neuromyths in Teachers |
| title_full_unstemmed | Enseñanza del sistema nervioso y percepciones de los neuromitos en el profesorado: Teaching of the Nervous System and Perceptions of Neuromyths in Teachers |
| title_short | Enseñanza del sistema nervioso y percepciones de los neuromitos en el profesorado: Teaching of the Nervous System and Perceptions of Neuromyths in Teachers |
| title_sort | ensenanza del sistema nervioso y percepciones de los neuromitos en el profesorado teaching of the nervous system and perceptions of neuromyths in teachers |
| topic | educación formación docente instrucción neurología sistema nervioso education teacher training instruction neurology nervous system |
| topic_facet | educación formación docente instrucción neurología sistema nervioso education teacher training instruction neurology nervous system |
| url | https://revistas.uan.edu.co/index.php/papeles/article/view/1272 |
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