![]() ![]() ![]() As part of this, ten neuromyths on the subject of learning and memory will be described in terms of content and the results of prior studies on neuromyths will be summarized. This review article provides an overview of the theoretical and empirical state of research on neuromyths. Even though the neuromyths issue has been known for two decades and the topic remains a focus of constant research, even today, the research discourse barely goes beyond replicating the earliest research findings. When applied in the classroom, these myths can waste the educational system’s money, time and effort. ![]() Numerous empirical studies reveal a high degree of support for misconceptions about learning and the brain, known as neuromyths, among both pre-service and in-service teachers. However, what interested teachers often fail to realize is that brain-based or brain-friendly learning can not only be a plausible concept, but also a myth when applied incorrectly. The buzzword brain-based learning emerged in the 1970s and continues to fascinate teachers and learners in schools and universities today. Department of Biology Education, University of Kassel, Kassel, Germany. ![]()
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