It’s well-established that various ‘myths’ about how students’ learn are remarkably persistent in the face of contradictory evidence. In 2014, Paul Howard-Jones’ article, Neuroscience and education: myths and messages revealed the extent of teachers’ faulty beliefs:
In the UK, 93% of teachers believe that matching instruction to students’ preferred learning style is a good idea, 88% believed in some form of Brain Gym, with 91% being convinced by the left-brain-right brain hypothesis.
He concludes with the following:
Neuromyths are misconceptions about the brain that flourish when…
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