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Educational myths

Now you have read about how people learn. Part of looking at this issue is the role of cognitive
science and brain-based learning in the classroom. In this assignment you will compare your own
understanding of the pros and cons with research on myths about this kind of learning.

  1. Choose one of the following:
    � Select one myth (article below) and clearly identify what is known to be accurate and inaccurate about
    that idea. Tie this to your reading about how people learn and how neuroscience or cognitive science
    concepts have been appropriated for educational use.
    � Dig deeper into an issue you uncovered in the reading about the different opinions and concepts
    present in this field. Rather than a specific myth, you may choose a broader issue (e.g., how teachers are
    taught about cognitive science and brain-based learning, how professional development has impacted
    this work, how ideas get from neuroscience researchers to teachers).



In recent times, there has been the continuous adoption of different myths or concepts
that are applied in the education sector. In this case, these concepts and ideas are referred to as
educational myths that have been accepted as essential teaching methods by most of the trainers,
especially in a class setting. Learning style is one of these educational myths. The teachers are
encouraged to use the styles since students would become more successful upon matching the
styles of learning and the teaching style, which include the auditory vs. visual, dynamic and
analytic (James, 2017). The ideas are considered to be accurate since it is believed to be essential
in ensuring students get the tailored education. Evidence shows that people with particular
learning styles had a good learning experience whenever they were taught using the preferred
ways. Through the learning style myth, the teachers can match the best learning experience of
students with a variety of approaches which results in I success proving the accuracy of the
myth. However, the evidence about its positive impact it not considered to be sufficient thus
making the learning style instruments unreliable and not to be valid. The learning style
educational myth is said to be a misconception that would result in negative impacts since
teachers are encouraged on teaching students on their intellectual strengths rather than on their
weaknesses (James, 2017). The lack of the enough scientific evidence for learning styles faults
discredits the myth.

Neuroscience has been appropriated for educational use where it is applied with the aim
of familiarizing students with orienting concepts of the field. Neuroscience research is an
essential asset in the classroom whose knowledge I used in strengthening lifeline. The teachers
have used it in building the brain potential of the students regardless of their past performances.
Educators in helping students to change their brains literally for the better use the application of
neuroscience. The cognitive science is also appropriated in the education system since it helps in
examining with some care the kind of thought and knowledge process required for good
performance. Through the cognitive science, some crucial teaching methods useful to students in
learning thinking skills and vital knowledge are clearly described. In this case, neuroscience and
cognitive science have found wide application in education due to their positive impacts
compared to the educational methods such as learning styles (Howard, 2014).
The cognitive science and neuroscience are identified to be helpful in satisfying the
fundamental curiosity about the thought and learning process of human beings. Brain-based
education is understood in three broad definitions, which include principles, strategies, and
engagement. There is collaboration between the teachers and the cognitive researchers that are
making efforts in a bid to refine and test the theories in a real class setting and also finding out
how interactions impact the application of the theories. Cognitive science and neuroscience have
been appropriated for educational use due to the efficient establishment of the connection
between the educational practice and the brain function, which is essential for learning due to the
positive benefits gained (Howard, 2014). In my understanding based on research about the
learning style myth, it’s better for the teachers and trainers to be ready with up-to-date evidence
about the effectiveness of applying the approach in the schools rather than wasting time on
practices that do not result in the desired effects. On the other hand, the neuroscience and

cognitive science are essential in helping students and the teachers in developing the real
learning progress and the actual success. In a nutshell, the adoption and effective implementation
of the right approach in teaching and learning would result in positive impacts rather than using
the myths and practices that are not evidence-based.


Howard-Jones, P. A. (2014). Neuroscience and education: myths and messages. Nature Reviews
Neuroscience, 15(12), 817-824.
James Williams Lecturer in Science Education, Sussex School of Education and Social Work,
University of Sussex. (2017, April 27). Why urban myths about education are so
persistent – and how to tackle them.

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