Qué falta por hacer para erradicar esta mal y des-información en el quehacer docente?
The persistence of neuromyths in teaching practice can be attributed to several factors:
1. Limited Awareness: Not all educators may be aware of the current scientific research in neuroscience, leading them to rely on outdated or incorrect information.
2. Misinterpretation: Sometimes, neuroscience findings are misinterpreted or oversimplified, leading to the creation of neuromyths that seem plausible but are inaccurate.
3. Confirmation Bias: People may be inclined to believe information that aligns with their existing beliefs or practices, even if it's not scientifically valid. This confirmation bias can reinforce the perpetuation of neuromyths.
4. Lack of Training: Some educators may not have received sufficient training in neuroscience or critical thinking skills to distinguish between valid research and neuromyths.
5. Pressures and Expectations: There may be pressure on educators to incorporate trendy or seemingly scientific approaches into their teaching, even if these approaches are not supported by evidence.
6. Complexity of Science: Neuroscience is a complex field, and understanding it fully requires time and effort. Neuromyths can provide simple, appealing explanations that are easier to grasp than the nuances of actual neuroscience.
To combat the persistence of neuromyths, it's crucial to promote science-based teacher training and professional development, encourage critical thinking, and disseminate accurate information about the brain and learning.
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