Neuroplasticidad, educación y neuromitologíauna aproximación histórica

Abstract

A historical perspective in the analysis of the development ofeducational neuromythology associated with neuroplasticity is necessary to understand the deep roots that neuromyths have in the educational field. The relevance attributed to neuroscientific research within the educational community and the absence of academic and scientific channels needed for an appropriate translation have led to the emergence of neuromyths during the decades of the 70s and 80s of the last centuries and to their consolidation and persistence at the present time. The left brain/right brain, the enriched environments and Brain gym are some popular neuromyths linked to brain plasticity research. The bridges between neuroscience and education called to eradicate educational neuromyths are not yet established, perhaps pointing to the need to update teacher training programs regarding cognitive and learning sciences as configured in this 21st century.