¿Eres docente preuniversitario en España? ¿Te falta tiempo? ¿El alumnado ignora el feedback? ¿Usas co/auto-evaluación? ¿Qué te frena? Cuéntanos tu realidad en 8–10 min.
Nos ayudarás a comprender mejor el uso de la evaluación formativa en España.
Participa: grupopsi.eu.qualtrics.com/jfe/form/SV_...
Nos ayudarás a comprender mejor el uso de la evaluación formativa en España.
Participa: grupopsi.eu.qualtrics.com/jfe/form/SV_...
Yo pensé que la pandemia nos había puesto los pies en la tierra, pero no.
Acabo de pasar por una librería y la sección educativa no se parece a lo que había hace cinco años, cuando escribí esto. Ahora estar a la última es la IA hasta para pedir la hora.
Pues Jon, lo hablamos. Empezamos a distribuir este mismo cuestionario a los estudiantes de magisterio, podría estar bien seguir por ahí.
Yez, if you click on the link. Anyway here’s the link: www.sciencedirect.com/science/arti...
Beyond neuromyths: Examining in-service teachers’ misconceptions about teaching and learning
Several studies have shown that teachers often hold neuromyths that can undermine their practices. However, the prevalence of educational misconceptio…
www.sciencedirect.com
Our article is available here: www.researchgate.net/publication/...
@mavadillo.bsky.social @ferreromar.bsky.social
@mavadillo.bsky.social @ferreromar.bsky.social
Beyond neuromyths: Examining in-service teachers’ misconceptions about teaching and learning | Request PDF
Request PDF | Beyond neuromyths: Examining in-service teachers’ misconceptions about teaching and learning | Several studies have shown that teachers often hold neuromyths that can undermine their pra...
www.researchgate.net
In the end, going beyond neuromyths means acknowledging that misconceptions are not a flaw of individual teachers—they are a symptom of how fragmented our educational knowledge has become.
Recognizing that is the first step toward genuine dialogue between science and pedagogy.
Recognizing that is the first step toward genuine dialogue between science and pedagogy.
This finding suggests that misconceptions are not isolated “errors” in understanding neuroscience.
They are part of a broader cognitive and cultural ecology within education—shaped by training, institutional demands, and professional discourse.
They are part of a broader cognitive and cultural ecology within education—shaped by training, institutional demands, and professional discourse.
The results were striking.
Misconceptions were widespread across all categories.
Moreover, the educational level where teachers work—primary, secondary, or higher education—was the strongest predictor of how many misconceptions they endorsed.
Misconceptions were widespread across all categories.
Moreover, the educational level where teachers work—primary, secondary, or higher education—was the strongest predictor of how many misconceptions they endorsed.
We surveyed a large group of in-service teachers, combining traditional neuromyth items with statements reflecting general misconceptions—for example, about motivation, feedback, or intelligence.
We then examined which teacher characteristics predicted stronger endorsement of such beliefs.
We then examined which teacher characteristics predicted stronger endorsement of such beliefs.
Our central question was simple:
If we look beyond neuromyths, what other misconceptions do teachers hold about teaching and learning?
And how are these beliefs distributed across different educational levels?
If we look beyond neuromyths, what other misconceptions do teachers hold about teaching and learning?
And how are these beliefs distributed across different educational levels?
In our article, we argue that the neuromyths literature has been too narrowly focused. Most research examines misunderstandings about the brain, but few studies explore broader educational misconceptions—those that also affect everyday teaching but don’t necessarily invoke neuroscien
Have you ever wondered why some unsupported ideas about teaching just won’t die—no matter how much evidence we present? 🧠
Let’s talk about educational misconceptions, their persistence, and what this means for educational research and practice. 🧵
Let’s talk about educational misconceptions, their persistence, and what this means for educational research and practice. 🧵
Reposted by: Juan Fernández
Interested in embodied cognition, abstract concepts, metaphors or meta-science? Check our latest publication, out now in Cognitive Science (@cogscisociety.bsky.social)
onlinelibrary.wiley.com/doi/10.1111/...
onlinelibrary.wiley.com/doi/10.1111/...
Does Body‐Specificity Stand on Solid Ground? Z‐Curving the Association Between Emotional Valence and Lateral Space
The body-specificity hypothesis proposes that people with different bodies should also have different conceptual systems. The test case of this hypothesis has been the association of emotional valenc...
onlinelibrary.wiley.com
En la NUEVA entrada del blog os presento algo que nos puede ayudar mucho en el día a día: la teoría de la variación. Cambia algo y deja lo demás constante. Puedes leerla aquí.
La teoría de la variación: aprender mediante lo diferente.
En esta entrada os presento la Teoría de la Variación. Llegué a ella gracias a Christian Moore-Anderson, un profesor de biología que ha escrito dos libros explicando cómo aplicar esta y otras ideas en sus clases. Podéis echar un ojo a sus libro pinchando aquí y su blog: La teoría de la variación no es un sinónimo de “cambiar de actividad para que no se aburran”.
investigaciondocente.com
Wow!! Very keen to read it. On wednesday I've scheduled a new post in my blog talking about variation theory. Some references should be very familiar to you. Happy writing and best wishes from one enthusiastic reader!!!
Gracias al libro de quinto de primaria mi hijo puedo mandar un saludo a mis amigos de Biscay desde Castile and León (con tilde, como en locomotión).
Reposted by: Juan Fernández
Meta-analysis shows student ranks based on achievement test scores are relatively stable over time whereas those based on school grades are not. Overall, this suggests placement decisions based on these measures should be reassessed at least every 1-2 years. #PsychSciSky #AcademicSky #EduSky
The stability of students’ academic achievement in school: A meta-analysis of longitudinal studies
Assessments of school achievement play a central role in education. For example, they are used in educational diagnostics to inform long-term placemen…
doi.org
El mérito de María es gigantesco… hoy leía que la vida apenas le ha cambiado, porque no han llegado nuevos patrocinios después de los JJOO. Qué poco cuidamos lo bueno.
www.marca.com/atletismo/mu...
www.marca.com/atletismo/mu...
María Pérez se sienta en la misma mesa que Carl Lewis, Usain Bolt y Mo Farah
La española es la cuarta atleta que firma dos dobletes de oro en dos ediciones consecutivas de un Mundial
www.marca.com
En la NUEVA entrada del blog sintetizo diez trabajos con solidez metodológica, para separar principios robustos de esperanzas bienintencionadas. El objetivo como siempre: traducirlos en decisiones prudentes de aula, sin recetas universales ni soluciones milagro.
Menos adornos, más aprendizaje: qué hacer (y qué evitar) según algunas investigaciones
Una lectura desapasionada sobre indicios bastante robustos: evocación, "detalles seductores" y errores útiles. Tantas iniciativas didácticas prometen “mejorar la memoria”, “potenciar la atención” o “fomentar vocaciones” que, si todas cumplieran lo que anuncian, deberíamos estar rodeados de genios felices. No lo estamos. En esta entrada sintetizo diez trabajos con solidez metodológica, para separar principios robustos de esperanzas bienintencionadas. El objetivo como siempre: traducirlos en decisiones prudentes de aula, sin recetas universales ni soluciones milagro.
investigaciondocente.com
Reposted by: Juan Fernández
Join our upcoming webinars “Peer Review and its Diversification”!
📅 15-16 October 2025 on Zoom
👉 Registration: forms.gle/1R4Y3d33W8bQ...
📄 Full programme: docs.google.com/document/d/1...
#PeerReview #PeerReviewWeek #PRW2025 #metasci #academicsky
📅 15-16 October 2025 on Zoom
👉 Registration: forms.gle/1R4Y3d33W8bQ...
📄 Full programme: docs.google.com/document/d/1...
#PeerReview #PeerReviewWeek #PRW2025 #metasci #academicsky
Reposted by: Juan Fernández
#EduSky #UKEd
An oldie from 7 yrs ago; a #rED event somewhere in Europe from the astoundingly wise & productive @P_A_Kirschner.
Quite appropriate timing given the recent launch of Instructional Illusions.
An oldie from 7 yrs ago; a #rED event somewhere in Europe from the astoundingly wise & productive @P_A_Kirschner.
Quite appropriate timing given the recent launch of Instructional Illusions.
Yo conozco a una pero lee la tesis en Octubre, jajaja. Estaré muy pendiente de esa nueva línea vuestra, ¡enhorabuena!
Reposted by: Juan Fernández, Beatriz Gallardo Paúls, Jesús García
Un informe del gobierno canadiense sobre la ética de la IA en la educación concebido para orientar a educadores y educadoras sobre el uso responsable de la IA, se ha tenido que retirar porque había más de 15 referencias académicas inventadas 😒 cosmicmeta.ai/2025/09/15/e...
Education Report Promoting AI Ethics Under Fire for Fake Sources, Possible AI Misuse
A Canadian education report advocating AI ethics is withdrawn amid accusations of fabricated sources, exposing the urgent need for human oversight and robust AI policies in academia. Focus keyphrase: ...
cosmicmeta.ai
Reposted by: Juan Fernández
🔴 ¡Acaba de publicarse en Nature Communications (@natcomms.nature.com)! 🎉 Feliz de haber contribuido a este increíble trabajo del grupo de David Landeira (@davidlandeira.bsky.social), con Amador Gallardo como primer autor. (1/2)
Segunda semana de curso, estado mental: primero publiqué mal el enlace y luego escribí algo ridículamente repetitivo. Me quedan 6 neuronas para 10 meses.
