Author:

Keywords:

neurosciences, education, teacher

Abstract:

Neuromyths are misinterpretations about how neuroscience can contribute to daily life. Among educational practitioners, many neuromyths (e.g. learning styles, left/right brain thinking, etc.) keep influencing their teaching behaviour. Therefore, the current research project aimed to develop a conceptual framework to facilitate the understanding of educational practitioners on the possible value of cognitive neuroscience on education. While an expert group consisting of neuroscientists and pedagogical experts guaranteed the scientific quality of the research findings, a resonanse group of educational practitioners reviewed the results in order to meet the practical use demands. The results of the literature review were a conceptual framework and an overview of recent findings in cognitive neurosciences that might facilitate the further development of a powerful learning environment by the concepts of differentiation, self-regulation and active learning. It was concluded that cognitive neuroscience has its merits as a descriptive science, but pedagogical interventions need to validate these findings.