B. ¿Por qué persisten los neuromitos en las escuelas y universidades?

Taking an in-depth look into recent years of research in neuromyths, we can affirm they exist and persist among students, teachers, coaches, educators, and head teachers. The distance between neuroscience and education is still too great. Additionally, they have difficulties in accessing to the latest findings due to the absence of scientific literature in their mother tongue or the weakness of science communication. Howard-Jones, P. A. (2014) found reasons for the lack of knowledge among educators about science and the brain.  Some of them are mentioned below:

• Las promesas van acompañadas de recomendaciones: interested teachers and learners often fail to consider that neurodidactics is more than just a plausible concept – it can also be a myth when applied incorrectly. For example, the promises above often go along with recommendations such as nuestro cerebro quiere que lo utilicemos todo y no sólo una pequeña fracción”, “abordar ambos hemisferios cerebrales por igual”, or “prestar atención a si es un aprendiz visual, auditivo o háptico”.
• Las recomendaciones van de la mano de los neuromitos. Numerosos estudios empíricos revelan una amplia aceptación de estos conceptos erróneos sobre el tema del aprendizaje y el cerebro, tanto entre el público en general como entre los profesores en formación y en activo (por ejemplo, Dekker et al., 2012; Ferrero et al., 2016). Even school principals, award-winning teachers and university instructors widely endorse neuromyths like “solo usamos 10 % del cerebro”, “diferencias de aprendizaje debido al uso hemisférico”, or the “existencia de los estilos de aprendizaje” (Horvath et al., 2018; Zhang et al., 2019). 
• Los neuromitos acompañan a los problemas educativos. On the one hand, this is problematic because it could lead lecturers to pass on incorrect content and/or ineffective learning strategies to their students. On the other hand, it could waste the education system’s “money, time and effort” (Dekker et al., 2012, pag. 1) y privar tanto al profesorado como al alumnado de oportunidades para gastar recursos en teorías y métodos más efectivos (por ejemplo, estrategias de enseñanza aprendizaje o activación cognitiva).
• Los problemas educativos se pueden abordar con la comunicación interdisciplinaria. The study of neuromyths and how they develop may provide a valuable source of insight into the challenges of interdisciplinary communication between neuroscience and education, and into how these challenges might be addressed. Understanding the cultural distance to be travelled between neuroscience and education and the biases that distort communications along the way — may support a dispassionate assessment of the progress in developing a bridge across these diverse disciplines and of what is needed to complete it.