Beliefs about Neuromyths among Secondary School Teachers: A Qualitative Study in Lima, Peru

Carcausto-Calla W. · Journal of Educational and Social Research (2026) · DOI: 10.36941/jesr-2026-0371

Resumen

This study contributes to SDG 4: quality education by addressing the phenomenon of neuromyths in the secondary education context. The objective was to describe the beliefs about neuromyths held by secondary school teachers at an educational center in metropolitan Lima. The guidelines for qualitative descriptive design were followed. Data collection was carried out using an interview guide. The results revealed the structural integration of neuromyths into the belief system of secondary school teachers. Neuromyths such as "learning styles" and "multiple intelligences" have become teaching aids, which are directly associated with "methodological adaptation to diversity" and "student diagnosis." Although "use of 10% of the brain" and "hemispheric dominance" showed a division between acceptance and questioning. In conclusion, secondary school teachers showed adherence to several neuromyths. In particular, they considered learning styles and multiple intelligences to be scientifically valid and used them to diagnose and adapt methodologies to the diversity of students in the classroom.

Instituciones: Universidad César Vallejo