The answer is false, just one of the many neuromyths
(i.e., misconceptions about the brain and learning) that we carry around as lay
people. And a study of teachers in the
UK and the Netherlands found that teachers also believe in many neuromyths,
leading to concern that some of the brain-based educational programs being
adopted worldwide are not necessarily serving students well.
Of further concern, the study found that “possessing
greater general knowledge about the brain does not appear to protect teachers
from believing in neuromyths.” Indeed, teachers who scored highest on general
knowledge about the brain and learning believed in more neuromyths than their
colleagues. Said the researchers:
“Possessing greater general knowledge about the brain does not appear
to protect teachers from believing in neuromyths. This demonstrates the need
for enhanced interdisciplinary communication to reduce such misunderstandings
in the future and establish a successful collaboration between neuroscience and
education.”
In the study, teachers in the UK and the Netherlands were
given 32 statements about the brain and learning and were asked to rate them as
correct or incorrect. Fifteen of the
statements were neuromyths, and the study found that teachers believed 49% of
these.
FACT OR FICTION?
To test your knowledge we’ve selected a dozen of those
statements (e.g., on exercise, sugar intake, sleep cycles and learning style).
Which ones do you think are correct? (answers
appear below*)
1. Language acquisition – Children must
acquire their native language before a second language is learned. If they do
not do so neither language will be fully acquired.
2. Physiology – Boys have bigger brains
than girls.
3. Rehearsal
– Extended rehearsal of some mental processes can change the shape and
structure of some parts of the brain.
4. Left vs. right – The left and right
hemisphere of the brain always work together.
5. Hemispheric dominance – Differences in
hemispheric dominance (left brain, right brain) can help explain individual differences
among learners.
6. New cells – Learning is not due to the
addition of new cells to the brain.
7. Learning style – Individuals learn
better when they receive information in their preferred learning style (e.g.,
auditory, visual, kinesthetic).
8. Breakfast – Academic achievement can be
affected by skipping breakfast.
9. Sugar – Children are less attentive
after consuming sugary drinks and/or snacks.
10. Sleep – Circadian rhythms
(“body-clock”) shift during adolescence, causing pupils to be tired during the
first lessons of the school day.
11. Learning style – Individual learners
show preferences for the mode in which they receive information (e.g., visual,
auditory, kinesthetic).
12. Exercise – Short bouts of co-ordination
exercises can improve integration of left and right hemispheric brain function.
The researchers explain: “. . . [E]xamples of neuromyths
include such ideas as ‘we only use 10% of our brain’, ‘there are multiple
intelligences’, ‘there are left- and right brain learners’, “there are critical
periods for learning’ and ‘certain types of food can influence brain
functioning’ (e.g., Organisation for Economic Co-operation, and Development,
2002; Geake, 2008; Purdy, 2008; Howard-Jones, 2010). Some of these
misunderstandings have served as a basis for popular educational programs, like
Brain Gym or the VAK approach (classifying students according to a VAK learning
style). These programs claim to be ‘brain-based’ but lack scientific validation
(Krätzig and Arbuthnott, 2006; Waterhouse, 2006; Stephenson, 2009; Lindell and
Kidd, 2011). A fast commercialization has led to a spread of these programs
into classrooms around the world.”
The study was conducted by Sanne Dekker and Jelle Jolles
(VUUniversity Amsterdam, Amsterdam, Netherlands) and Paul Howard-Jones (University of Bristol,
Bristol, UK).
*statements 2, 3, 4,
6, 8, 10 and 11 are correct
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