Journal of Neuroeducation

Caracterización de la memoria de trabajo, el estilo cognitivo y el rendimiento académico en matemáticas de estudiantes de 9-14 años, según su género y edad

2023-08-06T20:47:21+00:00

bRAin: Brain Model in Augmented Reality for Teaching Memory Disorders to Psychology Students

2024-03-06T14:17:45+00:00

Augmented Reality (AR) is transforming education, especially in the study of the brain and memory. An application called "bRAin" uses AR to teach these subjects to Psychology students, who learned significantly more after using it. This technology allows students to explore the brain in 3D and compare cases like that of H.M., a patient whose study has contributed to understanding memory. "bRAin" demonstrates the potential of AR in education, and more similar applications are expected to emerge in the future.

Intervention to improve writing in Primary students

2024-03-07T20:15:38+00:00

Data from regional and national reports suggest that text writing is a less studied problem, although very clearly reported by teachers as an area of deep difficulty for students. The objective of this study is to explore the results of the intervention of the comprehensive development and literacy program “QA” in the writing of words and texts of a group of first and second year primary school students in Argentina, and to compare the results with a group from the same school that has received a type of teaching based on the Whole Language approach.

For this purpose, an exploratory and longitudinal design was carried out in which the writing of words and texts was evaluated pre intervention (at the beginning of first grade) and post intervention (before the end of that year and in the middle of second grade). Among the differences found among the groups, in favor of the intervention group, the following findings stand out: an improvement in basic transcription processes (writing words with syllabic complexity, greater length and low frequency), an increase in the number of words used in textual production, better legibility, punctuation and the presence of temporal markers. In the narrative process, events are related in a cohesive way and are composed, in most cases, of a scene, an orientation, a complication and a resolution. From these results it is clear that, in order to achieve adequate performance in students' written production, systematic intervention in the teaching of writing that addresses all the aspects included in the program presented, starting with teacher training and planned teaching, is essential.

El impacto de la Neuroeducación en el abordaje de las Necesidades Educativas Especiales

2024-03-19T21:54:25+00:00

Talking about inclusion and Special Educational Needs (hereinafter SEN) is talking about a bidirectional relationship that has been consolidated over time. A relationship that many health professionals and, above all, Differential Education, have taken care to cultivate day by day in their daily performance. This concern has become an ethical imperative. And rightly so, given that it is of capital importance to make a serious commitment in this regard.

There are many definitions of the concept of SEN. In this writing we will consider it as a term that is used to distinguish any student who presents problems or difficulties in progressing in their learning and meeting curricular objectives.

Here Neuroeducation takes on special relevance. Precisely, it emerged as a way of understanding the educational process based on the knowledge available about the brain and nervous system that basic science laboratories made available to the community. The concept is conceived as a discipline that seeks to combine the contributions of neuroscience, psychology, cognitive sciences and education, focusing on understanding how the brain learns and focusing on using this available information to develop new methods that can support in the orientation of new proposals for new curricular adjustments and new educational policies. It also supports educational work at this level on several fundamental principles: brain plasticity, emotional education and a biopsychosocial model in working with people with SEN. This considering that they usually present various problems in various skills such as sensory integration, the functioning of attentional systems and language, which obviously requires a specialized approach supported by different techniques.

The NEE have been permanently surrounded by neuromyths, understood as a series of erroneous or unfounded beliefs that relate findings in neuroscience. These beliefs have expanded rapidly within the community and are transformed into solid knowledge, when in reality they are not, considering the lack of knowledge. prevailing regarding how the brain really works. To this we add that, many times, scientific discoveries are simplified or exaggerated when they are reported through different media.

Finally, it is necessary to indicate that people with SEN must be considered educationally as integral human beings, in their cognitive and also emotional dimensions given that these two spheres cannot and should not be considered as independent elements. Neuroeducation reinforces this position and guides us on how we can strengthen the educational process in an inclusive way and without discrimination.

La metodología SAPIENS entra al instituto (proyecto de investigación, 4º curso de la ESO)

2024-04-27T22:51:40+00:00

It is committed to exporting, in the educational field, the project of the Sapiens methodology of ElBulliFoundation (created in the culinary world). This provides detailed and marked guidelines (at the same time flexible and adaptable to different situations) that allow you to start doing research on a topic despite not being an expert scientist and not having a defined hypothesis.
The aim of this practice is to test Sapiens, as a methodology that allows students of a 4th grade ESO diversity group to start doing scientific research. Provide more structured tools and resources with a new approach to analysis and studies.
We want to introduce this new style of research to the teaching staff, and make them experience it.
Following the curriculum set by the Generalitat de Catalunya, the 4th grade students of the diversity group (Unique Project - Agreement) have carried out the “Jobs Project” following this new structure.
It starts from qualitative, holistic research, which assumes a dynamic reality.
We work from a constructivist paradigm, starting from inductive logic. The meanings of events and their behaviors are observed and studied. You want to understand the context, the people and the interactions that take place there.
In a global way, it has been successful from all sides: the students have been guided and, all time, they knew how they could progress independently without asking for constant help or approval, they did not need individualized attention. They have developed their research and their oral communication at the end of the process following the steps offered by Sapiens.

Impact of the Application of a Multi-level Intervention Model in Small Classroom Groups for Reading Improvement in Third-Grade Students

2024-04-30T13:02:49+00:00

This study examines the feasibility and impact of adapting the Response to Intervention (RTI) multi-level intervention model to the Argentine classroom context, specifically targeting reading improvement among third-grade students. The traditional RTI model, typically featuring staggered interventions over time, was restructured to enable teachers to simultaneously plan and execute three-tiered instructional sequences within the same classroom environment. This adaptation aimed to address each student's unique learning trajectory by providing tailored scaffolding. The research was conducted with 164 third-grade students from two private schools in Santa Fe Province, Argentina. It employed a quasi-experimental design to assess the impact of the intervention on reading skills. Teachers were trained in evidence-based reading and writing practices, as well as in the adapted RTI model, which emphasized small group work within the classroom under the guidance of the same teacher. The intervention's effectiveness was evaluated through the "Screening del Nivel Lector" (SNL), a digital assessment tool, at three points: at the beginning of the intervention, after its application, and six months later without further intervention. Initial findings revealed that students in the intervention group, as compared to a control group, showed significant improvement in reading performance immediately following the intervention. This progress was sustained over time, with a decrease in the number of students at risk for reading difficulties. The study supports the effectiveness of explicit instruction and small group work in improving reading proficiency. Moreover, the adapted RTI model proves to be a promising approach for resource-limited educational settings where additional teaching support is scarce.

Emergence of Confidence with Principles of Curiosity and Information Processing

2024-05-03T13:36:16+00:00

By integrating basic discoveries in cognitive neuroscience with educational technology, researchers in neuroeducation strive to enhance curricula to foster curiosity and boost confidence levels in learners. The development of confidence is closely related to the principles of curiosity and information processing. When people are interested in a topic, they are more likely to seek out information and engage in learning experiences that can lead to deeper understanding. By embracing curiosity and honing their information-processing skills, people can develop a strong self-confidence that empowers them to take new challenges and pursue their goals with determination.

Moreover, heightened curiosity drives individuals to actively seek out new information, showcasing the profound impact of curiosity on knowledge acquisition. This study focuses on boosting confidence in individuals through the application of curiosity and information knowledge processing techniques to elevate the standards of education and training across both traditional and modern methodologies. The integration of these principles is poised to revolutionize the learning experience, fostering a more dynamic and effective approach to knowledge acquisition and skill development.

Executive functions in the framework of neuroeducation: A review of the factors that have demonstrated the greatest impact on intervention proposals in school contexts

2024-05-23T04:26:12+00:00

Teaching – It’s a No Brainer, Right?: Using an Assessment Course to Bust Educators’ Neuromyths

2024-06-19T21:39:44+00:00

The brain is a very complex part of our bodies. Learning about how the brain works can be challenging. Sometimes, people believe wrong ideas about the brain, which can be called "neuromyths." Here are some common neuromyths that people think are true but are not:

(1) Learning Styles: Some people think that students learn best in one way, like only by seeing things, hearing things, or doing things with their hands. But that is not true.

(2) Teaching to Learning Styles: Some people think teachers should explain lessons in a way that matches how a student likes to learn. This does not really help students learn better.

(3) Left-Brain vs. Right-Brain: Some people say if you use your left brain more, you are good at math and logic, and if you use your right brain more, you are creative. This is not true.

(4) Handedness and Brain Dominance: It is also not true that if you are right-handed, you use your left brain more, or if you are left-handed, you use your right brain more.

(5) Classical Music and Intelligence: Playing classical music to kids will not make them smarter.

(6) 10% of the Brain: It is false that people only use 10% of their brain. We use all of it.

(7) Infant-Directed Speech: Talking to babies in a high-pitched, slow way, which we often do, is actually good for their development, not harmful.

(8) Brain Development Stops in Adolescence: The brain keeps growing and changing even after you become a teenager.

(9) Brain Change After Childhood: The brain can keep changing throughout your whole life, not just when you are young.

(10) Permanent Brain Damage: Some people think that once the brain is damaged, it is irreversible, however, sometimes the brain can heal itself after an injury.

Even though these ideas are not true, many people still believe them. These myths spread because information about the brain can get mixed up or simplified too much. Researchers write about the brain in complicated journals that can be hard to read and often cost money to access. This makes it difficult for teachers and students to get the right information about the brain.

Teachers sometimes use these myths in the classroom. For example, they might ask students how they like to learn and then try to teach in that way. But since learning styles do not really help, this might not be good for students.

Researchers have tried to stop these myths, but it has not worked very well. Some say brain scientists should talk to teachers more. Others think teachers should learn about the brain on their own. We think a better way is to do both and teach people how to check if the information they hear is true. This way, teachers can find the best sources to learn about the brain and its relationship to teaching and learning.

In our study, we wanted to help future teachers learn the truth about the brain. We started by asking them what they knew about brain myths. During the year, we talked about different sources of information, like what they heard in class, on the news, or from friends. We showed them how to find good information and spot incorrect information. We even had a brain researcher come and talk to them.

At the end of the year, we asked the students about brain myths again. We also asked them to write about their thoughts and saved some of their work from the year. We found that by the end of the year, they believed in fewer neuromyths and were better at thinking critically. This shows that by continuously talking about the brain in different and easy-to-understand ways, we can help teachers learn the truth and make effective choices in their classrooms.

The role of the neuroeducator and musical instruction

2024-01-04T22:38:58+00:00

Throughout this perspective, a comprehensive analysis is undertaken of educational proposals centered on the role of the neuroeducator and the educational context associated with the arts. While the diversity and originality of works in the Spanish language on neuroeducation provide an encouraging outlook on the educational landscape, the treatment of artistic subjects in the educational system, coupled with their notable influence on the authors themselves, underscores the pressing need to initiate dialogues aimed at ensuring the scientific evaluation of artistic disciplines and the logical implementation of derived ideas. Additionally, the importance of critically reevaluating the profile of the neuroeducator and the structure of their training is emphasized to enhance the effectiveness and relevance of their role in the future of the educational domain.

Exploring Educational Neuroscience as a Professional Practice

2024-03-21T09:46:17+00:00

Educational neuroscience can be viewed through two lenses: as an academic discipline and as a professional practice. This review specifically focuses on the latter, arguing that a clear picture of the professional landscape of the field is as important as defining its disciplinary boundaries. In this context, the first part of this review examines whether educational neuroscience meets the criteria for professional specialisation. The analysis shows that educational neuroscience fulfills the standards of a professional specialty, with experts having the necessary training and skills to provide educational services to individuals, groups, or organ-izations. Consequently, they deserve legal authorization and formal recognition like their peers from other disciplines. However, in order to pave the way for professional recognition, educational neuroscientists must clearly outline career op-portunities within the field and ar ticulate the roles and skills each career requires. Accordingly, the second part of the paper is dedicated to identifying potential career opportunities for graduates in educational neuroscience. Currently, career opportunities for educational neuroscientists are often limited to academic roles in colleges and universities or involvement in research institutions. However, as the field develops, there’s potential for a wider range of new and exciting career opportunities, such as scientist-practitioners working with educators to design effective pedagogical interventions and educational science writers translating complex scientific findings into clear and accessible materials for the public. To help the field flourish as a profession, it is strongly recommended digital net works be created for educational neuroscience professionals from diverse backgrounds. These networks would provide opportunities for them to share experiences, exchange perspectives, and actively shape professional practice within the field.

El impacto de la Neuroeducación en el abordaje de las Necesidades Educativas Especiales: reforzando la inclusión con paradigmas actuales

2024-05-03T13:53:36+00:00

Neuroeducation has gained special relevance in recent years. Based on this concept, which comes from Neuroscience, an attempt has been made to understand how human beings learn and what are the neurobiological foundations that support this process. The contributions of this area have been substantive, considering its interference in the field of Special Education, specifically in Special Educational Needs. This is how in this work an updated perspective on this conceptual relationship will be presented, starting with the origins of the concept of Special Educational Needs, the role of Neuroscience as the axis that directs the emergence of Neuroeducation and the role of the latter. as a guideline in the work that neurorehabilitation professionals carry out daily with the people with whom they work. Finally, a series of neuromyths will be revealed that are, in one way or another, linked to the work in Special Educational Needs and that contribute to considering realistic and updated perspectives with a view to strengthening the teaching and learning processes in people. that are in these conditions. In this way, it also seeks to generate a reflective and critical panorama regarding this relevant topic that, over time, has generated more and more impact on educational processes.

La metodologia SAPIENS entra a l'institut (projecte de recerca, 4t d'ESO)

2024-06-25T21:05:49+00:00

The aim of this practice is to test Sapiens, as a methodology that allows students of a 4th grade ESO diversity group to start doing scientific research. Provide more structured tools and resources with a new approach to analysis and studies.

We want to introduce this new style of research to the teaching staff, and make them experience it.

Following the curriculum set by the Generalitat de Catalunya, the 4th grade students of the diversity group (Unique Project - Agreement) have carried out the “Jobs Project” following this new structure.

It starts from qualitative, holistic research, which assumes a dynamic reality.

We work from a constructivist paradigm, starting from inductive logic. The meanings of events and their behaviors are observed and studied. You want to understand the context, the people and the interactions that take place there.

In a global way, it has been successful from all sides: the students have been guided and, all time, they knew how they could progress independently without asking for constant help or approval, they did not need individualized attention. They have developed their research and their oral communication at the end of the process following the steps offered by Sapiens.

At teaching level, it has been valued as an effective and efficient work system, easily extrapolated to different tasks and/or areas of work.

The experience has been awesome, exciting and very beautiful. It has made it possible to apply the universal learning design (DUA), allowing everyone to have access to it: real inclusion in the task. All the students in the group have learned in depth about a job that had existed and checked whether it has continued over time, perhaps reinvented? or it has been lost and remained in the memory.

Emergence of Confidence with Principles of Curiosity and Information Processing. Philosophy of Mind and Cognitive Neuroeducation Approach

2024-06-25T20:56:01+00:00

Researchers in cognitive neuroscience, developmental cognitive neuroscience, educational psychology, educational technology, education theory, and other related fields collaborate in the emerging field of educational neuroscience, also known as neuroeducation. This interdisciplinary approach aims to explore the connections between psychological processes and education. By integrating basic discoveries in cognitive neuroscience with educational technology, researchers in neuroeducation strive to enhance curricula to foster curiosity and boost confidence levels in learners. The ultimate objective of neuroeducation is to generate both theoretical insights and practical applications that offer a fresh perspective on learning across various disciplines. The development of confidence is closely related to the principles of curiosity and information processing. When people are interested in a topic, they are more likely to seek out information and engage in learning experiences that can lead to deeper understanding. This information process allows people to analyze and understand the information they encounter, which in turn can increase their confidence in their knowledge and abilities. By embracing curiosity and honing their information-processing skills, people can develop a strong self-confidence that empowers them to take new challenges and pursue their goals with determination. This review study on curiosity have uncovered a fascinating insight into its mechanisms. Researchers found that curiosity aligns with a confidence function resembling an inverted U-shape, peaking when individuals have moderate confidence in their knowledge. Moreover, heightened curiosity drives individuals to actively seek out new information, showcasing the profound impact of curiosity on knowledge acquisition. This revelation holds immense promise for understanding human behavior and learning processes. This study focuses on boosting confidence in individuals through the application of curiosity and information knowledge processing techniques to elevate the standards of education and training across both traditional and modern methodologies. The integration of these principles is poised to revolutionize the learning experience, fostering a more dynamic and effective approach to knowledge acquisition and skill development. This innovative strategy holds immense potential to empower learners, educators, and trainers alike, paving the way for a more enriched and impactful educational landscape.

Neurodidactic interventions at the secondary level. Strategies to enhance executive functions in the classroom

2024-06-14T10:25:07+00:00

In the academic literature, there is a paucity of studies that report on pedagogical interventions that enhance executive functions in adolescents. Therefore, the aim of this article is to disseminate teaching practices that demonstrate the applicability of neuroscience in the classroom. To this end, we present an experience in which neurodidactics was integrated with teachers’ pedagogical strategies to stimulate executive functions in secondary school classrooms. In this study, 25 teachers participated, divided by thematic affinity into departments (social sciences, exact and natural sciences, language practices, and art). The teachers systematized pedagogical activities taking into account the different executive functions. This experience shows the importance of ecological intervention, in which educators, from their curricular spaces and established programs, intervene in favor of improving executive functions. This approach views the classroom as a natural environment from which and for which pedagogical intervention strategies are developed in light of neuroscientific findings, and positions the teacher as a mediator of this process, who plans their interventions to optimize the teaching and learning process according to how the brain learns.

Editorial - Vol. V, Issue 1

2024-07-08T21:53:15+00:00

Editorial - "They don't understand what they read"

2024-07-08T21:59:21+00:00

Impact of the Application of a Multi-level Intervention Model in Small Classroom Groups for Reading Improvement in Third-Grade Students

2024-03-19T22:04:33+00:00

Intervención para la enseñanza de la escritura de palabras y textos. Estudio comparativo en el nivel primario en Argentina

2024-03-05T21:05:17+00:00

Una evaluación de precursores para el inicio escolar a través de una batería digital

2024-03-22T11:53:56+00:00

The latest research in the area of cognitive psychology, neuroeducation and pedagogy recognizes the importance of early intervention and quality education in young children for better later cognitive development. Early evaluation allows us to identify skills and competencies for an adequate start to school. The sighting at precursors of learning helps in prevention, both in educational practice and in clinical work. In this context, a correct evaluation allows: to offer instruction appro-priate to the individual needs of the students, to make decisions based on objective data that can be standardized, and to detect and intervene early on students at risk in basic instrumental learning: reading, writing and calculation. The aim of this work is to present a battery in digital format, Assessment of Competencies for Starting School, CIE Battery (Evaluación de competencias para el inicio escolar, batería CIE) that evaluates basic cognitive competencies for starting school through tests predictive of academic performance. The presentation, evaluation and final processing of data is carried out in digitalized form. It is applicable at the end of the Initial Level or beginning of Primary Level. It is inspired by consolidated theoretical models: the phonological hypothesis, the simple reading model, the Response to Intervention (RTI) model and the latest neuroscience research on the precursors of mathematical and linguistic knowledge. 280 5-year-old children of medium and low socioeconomic level from the metropolitan area of the City of Buenos Aires, Argentina, were evaluated. The results obtained show good reliability and high construct validity of the test. Normative values were configured in quartiles and cut-off points. The results together allow us to maintain that the CIE Battery is a reliable tool for analyzing skills closely linked to school learning. The application of this battery will allow children at risk of presenting learning difficulties to be identified early, in order to intervene as early as possible. The use of New Information and Communication Technologies (NICT) brings reliable and necessary tools to schools.

Literacy and artificial intelligence

2024-04-27T22:45:58+00:00

This article proposes to reflect on the evolution of artificial intelligence. It argues that the impact of generative artificial intelligence, such as ChatGPT, constitutes a new milestone in the history of reading and writing. If all technological revolutions produced subjective changes, humanity is invited to conceive what consequences the creation of ChatGPT is having and will have on the process of hominization. Concern about the effect of cognitive delegation to machines is a central theme of the paper. By allowing an AI to perform writing or text analysis tasks, we could be outsourcing critical thinking and reflection, processes that have traditionally contributed to the development of knowledge and deep understanding. However, ChatGPT could also be transformed into a tool capable of exercising thinking in a different and effective way. The text raises important questions about the future of literacy and learning, challenging educational institutions to rethink themselves in the face of this change. It is proposed not only to be attentive to cognitive delegation but also to enable new ways of thinking. For this reason, we promote the deployment of a user-chat interaction that allows not only to evaluate the scope and limits of the tool, but also the user’s reflection on the effectiveness of their prompts.

Caracterización de la memoria de trabajo, el estilo cognitivo y el rendimiento académico en matemáticas de estudiantes de 9-14 años, según su género y edad

2023-06-15T22:13:34+00:00

The purpose of this study was to characterize working memory, field dependence-independence cognitive style, and academic performance in mathematics of 87 students aged between 9 and 14 years, according to their gender and age. The study was carried out with an empirical-analytical approach, non-experimental cross-sectional design, descriptive level. Regarding gender, the results revealed that men and women presented a high academic performance in mathematics. In working memory, both genders were within the normal range for the phonological loop and the visuospatial agenda; however, slightly higher scores were observed in men. Regarding the field dependence-independence cognitive style, both genders were located at an intermediate field level. Regarding age, it was found that in the visual-spatial agenda, younger men obtained lower average scores, while in the phonological loop, 14-year-old boys obtained higher scores. Regarding cognitive style, an increase in scores was observed as age increased. Finally, regarding academic performance, it was found that children from 9 to 11 years old obtained a high academic performance on average, while the older ones obtained a basic performance. These findings suggest that both working memory and cognitive style may play a crucial role in academic performance in mathematics and could be determining factors in the differences observed in this area. Study limitations and suggestions for education are presented.

Las funciones ejecutivas en el marco de la neuroeducación: una revisión de los factores que han demostrado mayor impacto en las propuestas de intervención en los contextos escolares.

2024-02-23T08:11:40+00:00

The rise of neuroscience and its inclusion in school systems open an unprecedented path towards the transformation of the teaching role, which must lead educators to the deconstruction of their educational practices, the updating of their methodological proposals and the improvement of their didactics. A teacher who knows how the brain learns, the processes that are involved and the ideal way to stimulate it, makes teaching environments more efficient and meaningful, improves the learning of their students and forms individuals with greater emotional, social and human potential. In accordance with the above and validating the importance of these arguments, this article makes a thorough recognition and analysis of the interventions focused on executive functions developed in educational contexts from 2018 onwards, with the intention of identifying in a holistic and integrative way the different factors, actions and characteristics that make these stimulation programs successful proposals, in order to obtain guidelines, suggestions or criteria that allow readers and the writer to shape educational proposals based on neuroeducation and continue to demonstrate the need for their edifying insertion in current educational systems, which point towards a quality path, in which neuroeducation can be a great ally.

bRAin: Augmented Reality Brain Model for Teaching Memory Disorders to Psychology Students

2024-05-03T13:55:40+00:00

This paper introduces the development and implementation of an interactive model called bRAin, which utilizes augmented reality to teach Psychology students about memory disorders. With the bRAin application, students can explore brain structures related to memory and gain a deeper understanding of anterograde amnesia, drawing insights from the case of patient H.M. The study followed a preexperimental design with a pretest-posttest approach, involving 61 Psychology students from the National Autonomous University of Mexico. The results showed a significant increase (.000) in the students' knowledge levels regarding memory disorders after using the bRAin application. This was supported by both descriptive statistical analyses and the Student's t-test. Augmented reality has proven to be an effective tool for enhancing the comprehension of complex neuroscience concepts. By combining neuroscientific theory with digital technology, bRAin offers an immersive and meaningful educational experience. Moreover, the study highlights the importance of adapting educational approaches to the digital era and harnessing the potential of digital technologies in the teaching-learning process. The successful integration of augmented reality in Psychology education represents a significant advancement in imparting complex neuroscience concepts. This indicates that digital technologies, particularly augmented reality, hold promising prospects for transforming education.

Teaching – It’s a No Brainer, Right?: Using an Assessment Course to Bust Educators’ Neuromyths

2024-06-14T11:00:31+00:00

Misinformation about the brain, known as neuromyths, is prevalent among educational practitioners and often inadvertently (mis)informs instructional strategies. In the current study, a mixed methods design was used to test how resources and instruction on neuromyths implemented within an assessment course impacted elementary education pre-service teachers’ (PSTs’) beliefs about the brain. Specifically, this study aims to address: (1) Where do PSTs learn neuromyths? (2) Does an explicit focus on “neuromyth-busting” in a required course shift PSTs’ understanding of neuroeducational science? (3) What are PSTs’ understanding of neuroeducational science and the impacts on their practice after this course? Results from a pre-/post-survey show that many of the PSTs’ neuromyth beliefs shifted by the end of the course. Through open-ended survey responses, PSTs reported that they learned neuromyths from a variety of resources and their thoughts about neuromyths are multifaceted and complex. By the end of the course, PSTs related what they learned about the brain to the importance of differentiating instruction. Findings indicate that using a mixed methods approach provides a well-rounded view of PSTs’ beliefs in neuromyths. Incorporating information about the brain in education courses may be an effective way to promote critical thought and dispel common neuromyths among PSTs.