Brain myths hampering teaching worldwide: Study
Myths about the brain are common among teachers worldwide and are hampering teaching, according to new research.
London: Myths about the brain are common among teachers worldwide and are hampering teaching, according to new research.
The report highlights several areas where new findings from neuroscience are becoming misinterpreted by education, including brain-related ideas regarding early educational investment, adolescent brain development and learning disorders such as dyslexia and ADHD.
Teachers in the UK, Holland, Turkey, Greece and China were presented with seven so-called 'neuromyths' and asked whether they believe them to be true.
A quarter or more of teachers in the UK and Turkey believe a student's brain would shrink if they drank less than six to eight glasses of water a day, while around half or more of those surveyed believe a student's brain is only 10 per cent active and that children are less attentive after sugary drinks and snacks.
Over 70 per cent of teachers in all countries wrongly believe a student is either left-brained or right-brained, peaking at 91 per cent in the UK, researchers said.
And almost all teachers (over 90 per cent in each country) feel that teaching to a student's preferred learning style - auditory, kinaesthetic or visual - is helpful, despite no convincing evidence to support this approach.
The new research from the University of Bristol, calls for better communication between neuroscientists and educators.
"These ideas are often sold to teachers as based on neuroscience - but modern neuroscience cannot be used to support them. These ideas have no educational value and are often associated with poor practice in the classroom," Dr Paul Howard-Jones, author of the article from Bristol University's Graduate School of Education, said.
The report blames wishfulness, anxiety and a bias towards simple explanations as typical factors that distort neuroscientific fact into neuromyth.
Such factors also appear to be hampering recent efforts of neuroscientists to communicate the true meaning of their work to educators.
"Although the increased dialogue between neuroscience and education is encouraging, we see new neuromyths on the horizon and old ones returning in new forms," Howard-Jones added.
"Sometimes, transmitting 'boiled-down' messages about the brain to educators can just lead to misunderstanding, and confusions about concepts such as brain plasticity are common in discussions about education policy," said Howard-Jones.
The study was published in the journal Nature Reviews Neuroscience.