Neuromyths in Faculty Members

The database corresponds to a survey conducted among teachers to examine their perceptions and beliefs related to learning and neuroscience. It contains 269 valid participants and 28 variables. Although the file name refers to records “1–275,” the worksheet contains 269 participant records, excluding the header row. Overall, the database is structured with participants represented in rows and the different study variables represented in columns. The 28 variables can be organized into three main components. The first corresponds to informed consent, through which participants indicated their agreement to participate in the study and authorized the processing of their data. The second component includes six sociodemographic and educational variables: gender, age, years of teaching experience, highest academic qualification, training in pedagogy, education, or psychology of learning, and sources of information about neuroscience and learning. The third and largest component consists of 21 items designed to assess teachers’ perceptions and beliefs about neuroscience and learning. The 21 perception items, identified from 8.1 to 13.3, are primarily measured using a five-point Likert scale ranging from “Strongly disagree” to “Strongly agree,” with “Disagree,” “Neither agree nor disagree,” and “Agree” as the intermediate response categories. These statements address a broad range of topics related to neuroscience and education, including brain functioning, hemispheric lateralization, learning styles, motor coordination, multitasking, working memory, intelligence, classical music and brain training, nutritional supplements, hydration, sleep, brain plasticity, bilingualism, learning schedules, academic stress, cognitive differences according to sex, lifelong learning, memory consolidation, and distributed practice. The sample consists of 162 men, representing 60.2% of the participants, and 107 women, representing 39.8%. The largest age group is composed of teachers between 30 and 44 years old, accounting for 48.3% of the sample, followed by participants between 45 and 59 years old, who represent 37.5%. Teachers aged 60 years or older account for 8.6%, whereas participants between 18 and 29 years old represent 5.6% of the total sample. These figures indicate that most respondents are middle-aged educators. Regarding teaching experience, the largest group consists of teachers with between zero and five years of professional experience, representing 36.4% of the sample. Teachers with 11 to 20 years of experience account for 27.1%, while 21.6% have 21 years or more of teaching experience. The remaining 14.9% have between six and ten years of experience. Therefore, the database includes both relatively new teachers and highly experienced professionals, allowing comparisons between different stages of the teaching career. The participants also demonstrate a high level of academic preparation. A total of 188 teachers, equivalent to 69.9% of the sample, hold a master’s degree, while 52 participants, or 19.3%, have a doctoral or PhD degree. Another 23 participants, representing 8.6%, have completed a specialization, five respondents hold a bachelor’s, engineering, or other undergraduate degree, and one participant reports technical or technological education. Consequently, postgraduate qualifications are strongly represented in the sample. In terms of specific preparation related to education and learning, 138 participants, corresponding to 51.3% of the sample, report having completed pedagogical courses or training. Another 55 teachers, or 20.4%, have a master’s or doctoral degree in education or a related field, while 46 participants, representing 17.1%, report having no specific training in this area. The remaining respondents have specializations or undergraduate qualifications related to education, pedagogy, or psychopedagogy. The database also records the sources teachers use to obtain information about neuroscience and learning. This is a multiple-response variable, meaning that each participant could select more than one source. Courses and training programs are the most frequently reported source, selected by 165 participants, or 61.3% of the sample. Scientific books and journals were reported by 117 teachers, representing 43.5%, while formal academic education was selected by 75 participants, or 27.9%. Artificial intelligence was identified as a source by 70 teachers, equivalent to 26.0%, and social media was reported by 60 participants, or 22.3%. Only 16 teachers, representing 5.9% of the sample, indicated that they did not use any source of information about neuroscience and learning. From a data-quality perspective, the database presents a very high level of completeness. All sociodemographic variables contain information for the 269 participants. Among the 21 perception items, only two missing values were identified: one in item 8.1 and another in item 8.2. All remaining perception items contain responses from the entire sample. This limited amount of missing information suggests that the dataset is suitable for subsequent statistical analysis without requiring extensive procedures for handling incomplete data. Methodologically, the database is predominantly composed of categorical and ordinal variables. The sociodemographic characteristics are nominal or ordinal, while the 21 main perception items are ordinal variables measured through a Likert-type response scale. This structure makes the dataset suitable for descriptive analyses based on frequencies and percentages, comparisons between groups of teachers, analyses of associations between sociodemographic characteristics and beliefs about neuroscience, and the construction of composite scores or dimensions. Depending on the objectives of the study and the psychometric characteristics of the questionnaire, the database may also support reliability analysis and exploratory or confirmatory factor analysis. Overall, the database contains information from 269 teachers and is designed to investigate their perceptions and beliefs regarding neuroscience and learning. It combines sociodemographic and academic information with 21 Likert-scale statements addressing common scientific concepts, educational beliefs, and potential neuromyths associated with teaching and learning. The sample is characterized by a relatively high level of postgraduate education and substantial diversity in age and teaching experience. The high level of data completeness and the structured nature of the questionnaire provide a solid basis for descriptive, comparative, and multivariate statistical analyses.