Over the last ten years “brain-based learning” has been a subject of considerable interest to teachersa. Neuroscience is informing the education industry about brain disorders (eg. ADHD and Dyslexia) there is precious little evidence for the current enthusiasm of basing classroom practice on a so-called neuroscientific basis. So says new Scottish Research.
Over the last ten years “brain-based learning” has been a subject of considerable interest to teachersa. Neuroscience is informing the education industry about brain disorders (eg. ADHD and Dyslexia) there is precious little evidence for the current enthusiasm of basing classroom practice on a so-called neuroscientific basis. So says new Scottish Research.
This research reported in the NERF Journal has identified “neuromyths” based on misconceptions through scientists’ results being misinterpreted or exaggerated.
Firstly, the myths about right and left brainers ? The idea that the two hemispheres of the brain work in quite different ways is one of the most well known “facts” about the brain. Usually, the left brain is said to be the “logical” half, dealing with reasoning, problem solving and language, whilst the left brain is the “creative” half concerned with images and words. However, much of the brain research about brain sidedness has been based on studies of “split brain” people with epilepsy. In normal brains even simple tasks such as identifying numerals or decoding words activate both sides of the brain.
Another idea to be taken with caution – originally formulated 50+ years ago by Piaget is that there are set “Critical Periods” for learning. That certain learning needs to occur at set times –especially in the first 3 years of life is said to need treating with caution. However, neuroscientists have identified “sensitive periods” when the brain may be at its optimum for learning certain things. Learning a foreign language or learning a musical instrument, for example, benefits from learning before the age of 12. There is also research evidence that active learning can occur throughout life – so its never to late to learn.
The study concludes that there is little evidence to support brain-based learning because our knowledge about the brain is incomplete and also, inaccurate. However, the lack of scientific evidence does not mean that teachers should discontinue activities that they feel work for them and their students.
Research source: Hall, J. (2005). Neuroscience and Education: A Review of the contribution of brain science to teaching and learning. The Scottish Council for Research in Education. www.scre.ac.uk.
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