Abstract

ROMANI PILLPE, Guillermo et al. Reality and Fiction in Neurosciences: Prevalence of Neuromyths among Students and Teachers in Peru. Rev. Sci. [online]. 2025, vol.10, n.36, pp.144-168.  Epub Jan 12, 2026. ISSN 2542-2987.  https://doi.org/10.29394/scientific.issn.2542-2987.2025.10.36.7.144-168.

Neuromyths constitute erroneous beliefs about brain functioning that can affect educational practices and limit the effectiveness of the teaching- learning process. The present research aimed to determine the prevalence of neuromyths among students in initial teacher training and higher education teachers in a region of Peru. A methodology with a quantitative approach, basic descriptive type, and non-experimental cross-sectional design was used. The standardized instrument consisted of 21 items evaluated using a scale of agreement, disagreement, and lack of knowledge. The sample included 124 students in initial teacher training and 33 higher education teachers. The results show high acceptance of valid neuroscientific concepts: influence of emotions on learning (96,77% students, 100% teachers) and importance of sleep (98,39% students, 100% teachers). However, significant neuromyths persist such as the independent functioning of cerebral hemispheres (72,58% students, 66,67% teachers) and the belief that we only use 10% of the brain (37,10% students, 30,30% teachers). It is concluded that there is a problematic coexistence of valid knowledge and erroneous beliefs that requires systematic educational intervention to optimize teacher training in educational neurosciences.

Keywords : neurosciences; teacher training; higher education; misconceptions; educational psychology.

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