Neuroeducación y neuromitos
Análisis crítico de las creencias pseudocientíficas en el ámbito educativo
Bibliographic Data
| ID | 21382482 |
|---|---|
| Authors | José I Navarro Guzmán (Universidad de Cádiz, corresponding author) |
| Year | 2026 |
| Volume | 84 |
| Issue | 294 |
| Pages | 355-370 |
| Publication date | 2026-04-29 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revista Española de Pedagogía (JOURNAL) |
| Journal identifiers | ISSN: 0034-9461 • E-ISSN: 2174-0909 |
| Publisher | Universidad Internacional de La Rioja (PUBLISHER • ES) |
| DOI | 10.9781/rep.2026.403 |
| OpenAlex | W7159773108 |
| Language | ES |
| References cited | 62 |
This article examines the phenomenon of neuromyths —misconceptions about the brain and its relationship with learning— which, despite being refuted by scientific evidence, continue to be accepted by teachers, prospective educators, and society at large. Among the most widespread neuromyths are the belief in dominant learning styles, the idea that we only use 10 % of our brain, and the classification of individuals based on hemispheric dominance. These myths, lacking scientific foundation, negatively influence educational practices and may hinder student development. The persistence of programmes such as Brain Gym and others —claiming to enhance cognitive performance without empirical support— is also addressed. The article concludes by underscoring the need to confront the presence of these neuromyths in Education by promoting scientific literacy among teachers at all educational levels, with the aim of improving learning quality. Furthermore, a critical analysis of the approach known as neuroeducation is presented, highlighting its limitations and associated risks, as well as its potential contributions. In this context, the article advocates for a rigorous approach to educational practice through the adoption of methods grounded in scientific evidence
Formal education · Persona · Quality (philosophy) · Word (group theory) · Educational Research and Science Teaching · Knowledge Societies in the 21st Century · Neuroscience, Education and Cognitive Function
Make It Stick
Gender stereotypes about intellectual ability emerge early and influence children’s interests
Do “Brain-Training” Programs Work?
Neuroscience and education
Theories of developmental dyslexia
The Cognitive Neuroscience of Insight
Neuromyths in Education
Be smart, exercise your heart
A default mode of brain function
Prevalence of neuromyths among students and pre-service teachers
Neuroeducation
The Neuroeducation Training of Students in the Degrees of Early Childhood and Primary Education
Learning analytics and the Universal Design for Learning (UDL)
The learning styles neuromyth
Maybe they’re born with it, or maybe it’s experience
“Interactive lessons are great, but too much is too much”
Competencia docente universitaria en Neuroeducación y Diseño Universal de Aprendizaje, mediante una escala adaptada
The Energies of Men
Testing the meshing hypothesis in prospective teachers
Education and the Brain
Learning Styles
| Highly cited | No |
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