<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582021000100246</article-id>
<article-id pub-id-type="doi">10.15359/ree.25-1.13</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Creencias versus conocimiento en futuro profesorado. Un estudio comparado sobre neuromitos a nivel internacional]]></article-title>
<article-title xml:lang="en"><![CDATA[Beliefs Versus Knowledge in Trainee Teachers. A Compared Study of Neuromyths at an International Level]]></article-title>
<article-title xml:lang="pt"><![CDATA[Crenças versus conhecimento em futuros professores. Um estudo comparado sobre neuromitos a nível internacional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Painemil]]></surname>
<given-names><![CDATA[Miyali]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manquenahuel]]></surname>
<given-names><![CDATA[Susana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Biso]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñoz]]></surname>
<given-names><![CDATA[Carla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[Valparaíso ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[Valparaíso ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[Valparaíso ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Católica del Maule  ]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>25</volume>
<numero>1</numero>
<fpage>246</fpage>
<lpage>267</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582021000100246&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582021000100246&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582021000100246&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los neuromitos son creencias sobre el cerebro y su funcionamiento, basadas en argumentaciones pseudocientíficas o malinterpretaciones de ciertos hallazgos. Estas ideas equivocadas pueden tener su origen, entre otros, en la transmisión de información errónea o mal explicada a través de medios masivos de comunicación, en el desconocimiento del lenguaje técnico utilizado en las neurociencias o el acceso limitado a fuentes primarias. Con el objeto de examinar si los resultados de investigaciones previas se replicaban en una muestra de habla hispana de futuro profesorado y así, evaluar el nivel de consciencia sobre neuromitos en esta población, se aplicó una versión traducida al español del cuestionario creado por Dekker et al. (2012). La muestra estuvo compuesta por 99 estudiantes de pedagogía de Chile y España. El instrumento contenía 32 aseveraciones sobre el cerebro y el aprendizaje, 12 de las cuales correspondían a neuromitos. Los resultados muestran una alta adhesión a neuromitos en ambos grupos de futuro personal docente. A pesar de la creciente evidencia que refuta varias de estas concepciones erróneas, los resultados permiten concluir que persiste una brecha de conocimiento neurocientífico en estos grupos. Las consecuencias de una incomprensión o tergiversación del conocimiento científico vigente en la práctica pedagógica nos impelen a insistir en una educación basada en la evidencia. No solo la lectura, sino también la selección e inclusión cuidadosa de fuentes científicas en la formación inicial de docentes son esenciales para formar docentes que lean crítica y reflexivamente para que puedan tomar decisiones pedagógicas fundadas en la evidencia científica disponible.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Neuromyths are mistaken beliefs about the brain and its functioning and are based on pseudoscientific arguments or misinterpretations of certain findings. These erroneous ideas may stem from erroneous or poorly explained information from mass communication, ignorance of technical language in neuroscience, or limited access to primary sources. In assessing the level of neuromyths awareness in a Spanish-speaking sample of future teachers, and in seeking to replicate previous research on in-service teachers, this study applied a Spanish-translated version of the questionnaire created by Dekker et al. (2012). An instrument of 32 statements on the brain and learning, 12 of which were neuromyths, was applied to a sample of 99 early childhood education students from Chile and Spain. The results showed high neuromyth adhesion in both groups. Despite increasing evidence refuting some of these erroneous conceptions, these results conclusively showed a persisting neuroscientific knowledge gap in future educators. The consequences of such incomprehension or distortions of valid scientific knowledge in educational praxis impel us to insist on evidence-based education. Indeed, beyond simple reading, the careful selection and inclusion of scientific sources in the initial teacher training are essential for training teachers to read critically and reflectively; they will be able to make educational decisions based on available scientific evidence.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os neuromitos são crenças sobre o cérebro e seu funcionamento, com base em argumentos pseudocientíficos ou interpretações errôneas de certos achados. Estes equívocos podem ter sua origem, entre outras, na transmissão de informações errôneas ou mal explicadas através da comunicação de massa, no desconhecimento da linguagem técnica usada nas neurociências ou no acesso limitado a fontes primárias. Com o objetivo de analisar se os resultados de investigações prévias se replicavam em uma amostra de futuros professores de língua espanhola e, com isso, analisar o nível de consciência sobre neuromitos nesta população, foi utilizado uma versão traduzida ao espanhol do questionário desenvolvido por Dekker et al. (2012). A amostra foi composta por 99 estudantes de pedagogia, do Chile e da Espanha. O instrumento continha 32 afirmações sobre o cérebro e a aprendizagem, das quais 12 correspondiam a neuromitos. Os resultados revelam uma alta aderência aos neuromitos nos dois grupos de futuros professores. Apesar da crescente evidencia que refuta concepções errôneas, estes resultados permitem concluir que persiste uma lacuna no conhecimento neuro-científico destes futuros educadores. As consequências de uma incompreensão ou deturpação do conhecimento científico vigente na prática pedagógica nos impelem a insistir em uma educação baseada na evidência. Não apenas na literatura, mas também na seleção e inclusão cuidadosa das fontes científicas na formação inicial de professores são essenciais para formar professores-leitores, mas também críticos e reflexivos, que poderão tomar decisões pedagógicas fundamentadas na evidência científica disponível.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Mitos en educación]]></kwd>
<kwd lng="es"><![CDATA[neurociencias]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes]]></kwd>
<kwd lng="es"><![CDATA[profesorado]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="en"><![CDATA[Myths in education]]></kwd>
<kwd lng="en"><![CDATA[neurosciences]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="pt"><![CDATA[Mitos em educação]]></kwd>
<kwd lng="pt"><![CDATA[neurociências]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[professores]]></kwd>
<kwd lng="pt"><![CDATA[leitura]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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