More precisely: Contributing causes of myths and misconceptions about the application of research findings
from neurobiology, cognitive science, and related fields
to human learning in educational institutions.
<From Steve Gilbert Sept 21, 2009>
- Courses taught in schools, colleges, and universities are more varied and complex than most situations conducive to effective research in the cognitive, neuro, and related sciences.
- Conditions essential to the research are difficult to match with conditions in courses.
- Conditions essential to the research are difficult to isolate and control in courses.
- Exogenous factors in courses - factors safe to ignore when applying research results - are difficult to identify and more difficult for educators to agree upon.
The challenge: Glean what we can from the scientific research and develop practical applications.
Interpret and adapt the findings carefully - not too broadly, not too quickly. Develop, test, and improve practical guidelines and resources.
REF: "Various 'neuromyths' exist in schools. According to a survey of advice literature by the Transfer Centre for Neurobiology and Learning (ZNL) in Ulm, Germany, the topic of the brain is popular among teachers. 'Unfortunately, many of the ideas that have made it into the classroom fall under the heading of pseudoscience,' says Paul Howard-Jones of the University of Bristol, UK.
Here are five of the most popular:..."
Above excerpted from "[Learning] Myths and Misconceptions," Craig E Nelson, posting to POD List Sun, 20 Sep 2009 21:27:09 -0400
Professional & Organization Development Network in Higher Education