Many educators across the world believe that students are left-brained or right-brained or that teaching should match learning style. These claims, and many others about the brain and education, sound scientific. They are not.
This book examines neuromyths, false beliefs about brain science applied in education, and why they persist so stubbornly. The authors show how these beliefs erroneously shape practice and policy, drain resources, and crowd out more promising approaches supported by stronger evidence. You will learn why neuromyths are difficult to abandon, despite contrary high-quality evidence, and how replacing them requires effortful conceptual change, not just better information.
