What teachers don’t know about neuroscience can hurt them… and their students. A recent study of teacher perceptions about neuroeducational information explored teachers’ prior knowledge, emotions, sharing of information through social and other avenues and neuromyths. The study found a significant absence of basic knowledge of neuroeducational pedagogy and an overabundance of neuromyths among the teachers surveyed and interviewed.
Dr. Tammy Shepherd, author of the study, presents her findings and explains how and why teachers without a fundamental understanding of how the brain learns best will struggle to support increased learning among their students.
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