By: Dr. Victoria Knowland
Edited by: Professor Michael Thomas
Teachers and parents have a great enthusiasm for the brain sciences and the light they can shed on learning in educational environments. However sometimes this enthusiasm can lead to educators too readily accepting teaching practices, ideas, or techniques that do not actually have a scientific basis in neuroscience – or which reflect some basis in neuroscience but have not been rigorously tested within an educational context. This phenomenon has been labelled the spread of ‘neuromyths’ – mistaken ideas about the brain – and it has been the topic of discussion by researchers within neuroscience (e.g., articles by Goswami and Howard-Jones).
Researchers in educational neuroscience have begun to compile sets of resources, meta-analyses and reviews to address which neuroscience-inspired teaching techniques are supported by empirical evidence, and which ‘facts’ about the brain actually reflect current consensus within neuroscience.
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