Neuroscience beliefs in education among teachers in Argentina and other Latin American countries: predictors and comparisons to experts’ perspectives

Abstract

Background

Neuroscientific advances applied to education are often susceptible to misinterpretation by teaching professionals. However, the accuracy of neuromyths can change as neuroscientific research advances. The goals of this study were to identify teachers’ beliefs about brain functioning, as well as to examine predictors of scientifically unsupported beliefs and to examine the degree of alignment between teachers’ responses and experts’ perspectives.

Method

After a review of the literature, the 58-item Neurobeliefs in Education Questionnaire (NEQ) was created and administered to nine neuroeducation experts and 1,139 teachers from Argentina and other Latin American countries (86.1% women).

Results

Teachers demonstrated high variability in their beliefs about brain functioning, with only 16% of items showing strong agreement among them and 43% showing strong disagreement. In contrast, neuroeducation experts showed greater internal consensus, especially on items supported by strong scientific evidence. When comparing the two groups, 60% of items revealed disagreement, with over a third showing large discrepancies driven by higher teacher endorsement of well-established neuromyths. A regression revealed that preschool teachers and those who had received neuroscience instruction as part of their academic degrees were more likely to endorse neuromyths, while university-level educators and those with neuroscience training outside their degree programs were significantly less likely to do so.

Conclusion

The results support that continuous training in neuroscience and psychology may be a protective factor against endorsement of neuromyths among teachers in Latin America.