Neuromyths often are cleverly disguised over-generalisations or distortions of facts in neuroscience (Howard-Jones, 2010), which fool teachers, even those with a greater general knowledge of the brain and its workings (Tardif, Doudin and Meylan's, 2015) into believing the neuromyth. These are called neuromyths (Lethaby & Harries, 2016). In short, I encourage teachers to study neuroscience and critically examine claims others may make regarding the use of neuroscience in education, comparing it to findings reported by other authors.Īs in any field, there are also often misconceptions, half truths and pseudoscientific information floating around in the education field regarding neuroscience (Organisation for Economic Co-operation and Development, 2002). However, as Ansari, Coch and De Smidt (2011), I encourage using individual neuroscientific findings carefully, with understanding of the context and limitations as well as with academic scrutiny of the sources, research methodology etc. Similarly, I think educationalists have a unique and valuable perspective to offer to neuroscience.Īs stated by Ansari, Coch and De Smedt (2011) I too aim in the long run to use neuroscience findings to inform classroom practice. I am a firm believer that neuroscience has a lot to offer for teachers and learners alike.

As professor Deheane indicates in a 2013 WISE talk on neuroscience and reading teachers work with the brain and therefore can benefit from understanding the neuroscience of learning. Neuroscience is not just an important area of consideration in education, it is also rapidly gaining popularity.

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