Neuromitos en Futuros Docentes que Estudian en la Universidad de Granada

Learning occurs thanks to the proper functioning of our nervous system, demonstrating that education and neuroscience go hand in hand. However, over the years, both disciplines have advanced along separate paths, a fact that neuroeducation sought to remedy. Today, there is a wealth of evidence on cognitive processes, yet neuromyths have not disappeared. Therefore, this study focuses on determining the level of teacher literacy in neuroeducation and the presence of neuromyths. Using a quantitative approach, the ALFANED scale was applied to 501 teachers in training at the University of Granada. The results show a high rate of neuromyths among university students, mainly among those studying for a degree in Early Childhood Education, and differences in the variables of course, degree, and study center. These findings call for a transformation in the curriculum of universities in the field of education, with the aim of incorporating subjects related to neuroscience and eliminating these neuromyths.