Publication: Escala sobre Análisis de Neuromitos Docentes Actuales (ANDA): Un nuevo estándar en la investigación neuroeducativa
Authors
Navarrete Contreras, Ana Y. ; Rodríguez Fuentes, Antonio
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.614231
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info:eu-repo/semantics/article
Description
Abstract
La Escala de Análisis de Neuromitos Docentes Actuales (ANDA)se basó en un estudioprofundo de 64 escalas anteriores y se adaptó al contexto educativo costarricense. Su validación involucró a 25 jueces expertos y demostró una excelente validez de contenido, con coeficientes kappa de Cohen prevalentemente considerables en todas las dimensiones. Fue sometidaa validación de constructo, también, tras su aplicación experimental(AFE y AFC)a 354 docentes costarricenses de Educación Primaria, recurriendo al análisis factorial con el método de Análisis Paralelo, verificando la adecuación de datos mediante pruebas de Bartlett y KMO. El coeficiente alfa de Cronbach mostró una altaconsistencia interna con valores elevado de fiabilidad en laescala en totaly por factores. Finalmente, la escala Likert contó con 47 ítems, de los cuales 38 pertenecen al estudio de neuromitos; estructurados,mediante el análisis factorial confirmatorio, en siete dimensioneso factores, con 5 opciones graduadas de respuesta.Sualta confiabilidad generó un nuevo estándar en la investigación neuroeducativa. Para la estadística descriptiva, se incluyeron porcentuales de respuestas, la media,la dispersión, la curtosis y la asimetría de las respuestas.Se puso de manifiesto la persistencia generalizada de neuromitos entre el colectivo docente costarricensey la necesidad de superarlos.
The Analysis of Current Teaching Neuromyths Scale (ANDA) was based on an in-depth study of 64 previous scales and was adapted to the Costa Rican educational context. Its validation involved 25 expert judges and demonstrated excellent content validity, withprevalently considerable Cohen's kappa coefficients in all dimensions. It was also subjected to construct validation after its experimental application (EFAand CFA) to 354 Costa Rican primary school teachers, using factor analysis with the Parallel Analysis method, verifying the adequacy of data by means of KMO and Bartlett’stests. Cronbach's alpha coefficient showed high internal consistency with high reliability values for the scale as a whole and by factors. Finally, the Likert scale had 47 items, of which 38 belonged to the neuromyth study,structured into seven dimensions or factors, with 5 graded response options through confirmatory factor analysis. Its high reliability generated a new standard in neuroeducational research. For descriptive statistics, percentages of responses, mean, dispersion, kurtosis and skewness of responses were included. The generalized persistence of neuromyths among Costa Rican teachers and the need to overcome them were revealed.
The Analysis of Current Teaching Neuromyths Scale (ANDA) was based on an in-depth study of 64 previous scales and was adapted to the Costa Rican educational context. Its validation involved 25 expert judges and demonstrated excellent content validity, withprevalently considerable Cohen's kappa coefficients in all dimensions. It was also subjected to construct validation after its experimental application (EFAand CFA) to 354 Costa Rican primary school teachers, using factor analysis with the Parallel Analysis method, verifying the adequacy of data by means of KMO and Bartlett’stests. Cronbach's alpha coefficient showed high internal consistency with high reliability values for the scale as a whole and by factors. Finally, the Likert scale had 47 items, of which 38 belonged to the neuromyth study,structured into seven dimensions or factors, with 5 graded response options through confirmatory factor analysis. Its high reliability generated a new standard in neuroeducational research. For descriptive statistics, percentages of responses, mean, dispersion, kurtosis and skewness of responses were included. The generalized persistence of neuromyths among Costa Rican teachers and the need to overcome them were revealed.
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Citation
REIFOP, Revista Electrónica Interuniversitaria de Formación del Profesorado, V. 27, N. 3, 2024, pp. 108-118
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