The myths surrounding 'brain-based' learning
Issue 330 | Page 119 | Published Sep 2008
Description
Teachers are fascinated by neuroscience as they feel that it has the potential to improve their teaching practice. There were two main outcomes from a small-scale action research project with primary and secondary Advanced Skills Teachers in North Yorkshire. The first, which is the focus for this article, is that there are many myths circulating in education about the application of brain-based research to classroom practice.
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