Prevalence of neuromyths amongst student-teachers from Chile

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dc.contributor.advisorFerreira Campos, Roberto Andrés
dc.contributor.authorAñazco Hermosilla, Lina
dc.contributor.authorContreras Novoa, Tania
dc.contributor.authorMillafilo Antilef, Claudia
dc.contributor.authorRodríguez Rodríguez, Aracely
dc.date.accessioned2017-03-29T12:44:28Z
dc.date.accessioned2023-11-13T20:04:15Z
dc.date.available2017-03-29T12:44:28Z
dc.date.available2023-11-13T20:04:15Z
dc.date.created2017-03-29T12:44:28Z
dc.date.issued2016-12
dc.description.abstractThis research focused on investigating the prevalence of neuromyths and the general neuroscience knowledge of student teachers from Chilean universities. The participants were 184 student teachers from three different programmes: English Programme, Special Education and Elementary Education. They were at different stages of their programmes. Participants answered a survey with thirty-two questions in total. Twenty of them were general neuroscience knowledge mixed with twelve other corresponding to neuromyths. The analyses were carried out using R software. Results showed that Chilean student teachers from all programmes believed in the same neuromyths about the brain, which coincided with the results of other research involving in-service teachers from different parts of the world. Likewise, this study established that there was a significant difference among the programmes in terms of the levels of general neuroscience knowledge and beliefs in neuromyths. Those results were mainly because of the presence or lack of neuroscience courses during the years of participants‟ tertiary education.
dc.identifierhttp://repositoriodigital.ucsc.cl/handle/25022009/1045
dc.identifier.urihttps://tesis.ucsc.cl/handle/25022009/3016
dc.languageen
dc.publisherUniversidad Católica de la Santísima Concepción
dc.subjectFacultad de Educación
dc.subjectPedagogía en Educación Media en Inglés
dc.titlePrevalence of neuromyths amongst student-teachers from Chile
dc.typeThesis
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