Neuroscience influences education, and these two areas have converged in a new field
denominated “Neuroeducation.” However, the growing interest in the education–brain …

Background Including neuroscience concepts in teacher training has continued to gain
interest. While many studies advocate for this, little is known about currently published …

Educational practice does not, for the most part, rely on research findings. Instead, there'sa
preference for relying on our intuitions about what's best for learning. But relying on intuition …

El objetivo de este artículo radica en analizar las presiones que recibe el sistema educativo
para adaptarlo a las necesidades del mundo económico. Para ello se examinan las …

Although very often teachers show a great interest in introducing findings from the field of
neuroscience in their classrooms, there is growing concern about the lack of academic …

Although learning styles (LS) have been recognised as a neuromyth, they remain a virtual
truism within education. A point of concern is that the term LS has been used within theories …

Background It is not well understood whether qualified teachers believe neuromyths, and
whether this affects their practice and learner outcomes. Method A standardised survey was …

Transferring current research findings on the topic of learning and memory to “brain-based”
learning in schools is of great interest among teachers. However, numerous international …

Educators are increasingly interested in applying neuroscience findings to improve
educational practice. However, their understanding of the brain often lags behind their …

Neuromyths are misconceptions about the brain and learning, for instance Tailoring
instruction to students' preferred “learning styles”(eg, visual, auditory, kinesthetic) promotes …