Exploratory study of protective factors against belief in neuromyths in in-service teachers at Brazilian vocational-technical high school

Abstract

Vocational-technical teachers are essential in preparing students, but their understanding of neuroscience remains understudied. This study examined the prevalence of neuromyths and knowledge about the brain among 130 Brazilian vocational-technical teachers, along with influencing factors. Participants, with an average of 16.8 years of experience, responded to 32 statements (7 neuromyths, 25 neuroscience items). Results revealed 51.21% endorsement of neuromyths, with “preferred learning styles” most prevalent (87%). Neuroscience literacy was moderate (69.83% correct), peaking in neuroplasticity (89.23%) and continuous brain activity (95.38%). Regression analyses revealed that teachers with backgrounds in health (β = 8.42) or humanities (β = 7.34) and those who sought scientific information from multiple sources (β = 14.33) exhibited greater knowledge about the brain. Conversely, teaching at the technical high school level (β = -7.18) was associated with lower knowledge about the brain. Knowledge about the brain (β = -0.48) and academic background in human science (β = -13.38) reduces the belief in neuromyths, while single marital status (β = 9.78) increases these beliefs. Among Brazilian vocational-technical in-service teachers, the most prevalent neuromyth was the belief that individuals learn best through their preferred learning style. These findings emphasize the urgency of tailored continuing education programs for this group, addressing misconceptions and enhancing evidence-based pedagogical practices.