Abstract

Introduction: the lack of a common language between neuroscience and education has generated erroneousinterpretations about the functioning of the nervous system, giving rise to neuromyths. The aim of this study is to describe theprevalence of neuromyths and the general knowledge of neuroscience of students of Physical Education Pedagogy fromvarious Universities of Chile. Methodology: the sample was constituted by 440 students of Physical Education of fiveuniversities of Chile, to whom the Spanish version of the Questionnaire of prevalence of neuromyths developed by Dekkeret al was applied. Results: The most widespread neuromyths in this sample are VAK learning styles and the positive effects ofenriched environments in preschool age and coordination exercises to achieve hemispheric integration, both with a prevalenceof more than 90%. In general terms, there is no difference in the prevalence of neuromyths according to sex, course of studyand regular reading of scientific texts. Conclusion: Physical education students from Chile present beliefs in various neuromythssimilar to those reported in students and teachers of other pedagogies from other countries