Initial teacher education (ITE) offers an underutilized opportunity for bridging the gap between neuroscience research and educational practice. This article reports on innovations embedded within an ITE program to support trainee teachers to recognize and challenge the persistence of neuromyths. Education researchers, neuroscientists, and psychologists collaboratively applied design‐based research to create, improve, and reflect on original neuroeducational teaching/learning resources for university‐based primary (elementary) ITE trainees. Encouragingly, pre and postsurveys showed reductions in trainees' beliefs in neuromyths and a shift to responses showing uncertainty that suggested their beliefs became unsettled. The most persistent neuromyths were those regarding fish oils, left brain/right brain, and learning styles/visual, auditory, or kinaesthetic (VAK). Trainees retained their initial interest in knowledge about the brain and education, gained confidence, and became more critical about applying the learning sciences in educational contexts.

No abstract

No abstract

No abstract

No abstract

2016-11-03T14:11:40

We believe in being open and honest in the way we do business throughout our supply chain and operating in a fair and sustainable way.The choices we make as a business impact the planet and we are dedicated to reducing the footprint we leave in bringing books to today's readers. We want to future-proof the Earth so tomorrow's readers can enjoy it too.

No abstract