What if neuromyths ceased to exist within the teaching profession itself?
Recent studies reveal that different countries’ beliefs follow a similar pattern: the belief to improve student achievements using information that matches students’ preferred learning styles!
Does someone you know believe in learning styles?
Over the last three months, I have surveyed teachers during teacher training sessions to determine their understanding of learning styles.
To my disbelief, despite what people say on education-Twitter that ‘the concept is debunked and largely understood’, this is far from reality on the ground!
Using my experiences, I thought I would dig out some recent research to see how academia approaches this subject.
In a relatively new research paper, A Comparative Study about High School Teachers’ Neuromyths in Turkey and Israel (Mercan et al., 2022), sought to determine any neuromyths among teachers and compare them across countries.
Between June 2019 and December 2020, 184 teachers (Turkey:112; Israel: 72) volunteered to participate in the study. Here are some of the questions posed to teachers participating in this research to gauge their understanding of brain function.
Brain-related research to help teachers: Test yourself?
Some of the questions posed to teachers participating in the research:
- We use our brains 24 hours a day?
- Boys have bigger brains than girls?
- When a brain region is damaged, other parts of the brain can take up its function?
- Left and right hemispheres of the brain always work together?
- Information is stored in the brain in the network of cells distributed throughout the brain?
- Learning is not due to the addition of new cells to the brain?
- Learning occurs through modification of the brain’s neural connections?
- Academic achievement can be affected by skipping breakfast?
- Normal human brain development involves the birth and death of brain cells?
- Vigorous exercise can improve mental function?
- Circadian rhythms shift during adolescence, causing pupils to be tired during the first lessons of the school day?
- Regular drinking of caffeinated drinks reduces alertness?
- Extended rehearsal of some mental processes can change the shape and structure of some parts of the brain?
- Individual learners show preference for the mode in which they receive information?
- The production of new connections in the brain can continue into old age?
- There are sensitive periods in childhood when it’s easier to learn things?
- Children must acquire their native language before a second language is learned?
- If pupils do not drink sufficient amount of water their brain shrinks?
- It has been scientifically proven that fatty acid supplements have a positive effect on academic achievement?
- We only use 10% of our brain?
- Differences in hemispheric dominance can help to explain individual differences?
- The brains of boys and girls develop at the same rate?
- Brain development has finished by the time children reach secondary school?
- There are critical periods in childhood after which certain things can no longer be learned?
- Individuals learn better when they receive information in their preferred learning style?
- Mental capacity is hereditary?
- Environments that are rich in stimulus improve the brains of preschool children?
- Children are less attentive after consuming sugary drinks/snacks?
- Exercises that rehearse the coordination of motor-perception skills can improve literacy skills?
- Learning problems associated with developmental differences in brain function cannot be remediated by education?
- Short bouts of coordination exercises can improve integration of left and right hemispheric brain function?
- When we sleep, the brain shuts down?
Conclusions
According to the results, there were significant differences between countries about the brain functions and the items related to neuromyths. It was suggested to help eliminate these neuromyths for teachers, that the development of teacher training programmes would be important.
One of many potential reasons cited could be 1) cultural variances in how people view the brain in different countries 2) the teachers who participated worked in high schools, and 3) the number of participants is relatively low.
So, as ever, treat the research findings with caution.
* Reading through the full research paper, you can discover some of the answer averages.
Developing a neuroscience curriculum for teachers
As a result, I have been studying for several years, researching neuroscience and cognitive psychology, bringing together my thoughts into Guide To Memory; I’ve since spent the last academic year learning how to implement what I know now into various settings.
I have drafted what I believe is the beginning of a 9-part neuroeducation curriculum for teachers:
- A general overview of the brain, its regions, terminology and its functions
- How memory is formed anatomically
- Types of memory, and what teachers can do to support or hinder learning
- Learning is emotional; adrenaline, cortisol and the reward loop
- Cognitive load theory; support in the processing of information
- Developing mental models for learning; storytelling and shortcuts
- Brain plasticity and the central nervous system
- Cognitive apprenticeship; developing problem-solving skills
- Wellbeing and memory; how school pastoral systems can support learning
- Developing effective neuroscience training, in-house.
These topics would aim to help teachers bridge the gap between neuroscience and education and help them learn ways to incorporate neuroeducation into the classroom and why it is key to unlocking student learning.
Other curriculum provisions for teachers should consider insights from neuroeducation – as it is a relatively new field of study – and the impact of technology on neuroeducation. ChatGPT anyone?
The most important part will be the pragmatic aspect. Helping teachers apply neuroeducation into the classroom for academic purposes, wow to enhance learning retention and pastoral development.
Based on the available research (April 2023), I’ve blogged some more neuroeducation curriculum thoughts. By bringing these ideas together, we can develop the neuroscientific literacy of the teaching profession.
Whilst I accept this will not be the most immediate priority for all teachers, at a system level, policymakers should seriously consider the implications of bad science still evident in our classrooms.
The researchers conclude:
To optimise the brain in the learning process, efforts should be made to make learning opportunities more emotional, meaningful, and relevant by moulding them in realistic doses rather than reshaping them around neuroscience results.
