Abstract

In recent years, neuroscience has been gaining more and more relevance in the educational field. With access to the Internet, the amount of information is increasing and, when the necessary knowledge to discriminate it is not available, it can lead to the proliferation of neuromyths. In this context, the need arises to address the problem of the proliferation of false assumptions about the brain in education. The main objective of this theoretical review essay is to identify and demystify two widespread neuromyths in the educational field, that of the dominance of one hemisphere and that which states that the brain only uses ten percent of its capacity. Thus, the possible origin of each one will be analyzed in order to identify the unscientific bases that support them, seeking to clarify their real meaning and the scientific weaknesses that make them neuromyths. Neuroimaging studies have shown that both hemispheres of the brain are actively involved in most cognitive tasks, thus disproving the theory of hemispheric dominance (Corballis, 2014; Nielsen et al., 2013). Likewise, research in neuroscience has revealed that virtually all areas of the brain have some active function, refuting the idea that we only use ten percent of our brain capacity (Raichle and Mintun, 2006; Herculano-Houzel, 2002). In conclusion, the importance of strengthening teacher training in neuroscience through qualified institutes and through the design of curricula validated by the scientific community is emphasized, avoiding falling into courses with weak scientific foundations. Integrating neuroscience in the initial training of educators is crucial to overthrow erroneous beliefs rooted in teaching practices.

Keywords:
neuromyths; neuroscience; brain; education