Myths or Misnomers: Research-based Realities in the Classroom Literature Review for Deans for Impact (2015)

Authors

  • Maria Leahy University of North Carolina at Charlotte
  • Rebecca Shore
  • Richard Lambert

Keywords:

cognitive development, learning styles, brain lateralization, brain science

Abstract

This article proposes the importance of forming an interdisciplinary partnership between neuroscientists, cognitive scientists, college professors, and professional educators, to dispel long perpetuated myths and to increase the research-based underpinnings of education.  Professional educators have a unique opportunity to combine their expertise in the classroom with neuroscientists and cognitive scientists to dispel myths and develop theories and practices based on sound scientific research; thus, supporting education and learning in the classroom.

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Published

2017-02-16

Issue

Vol. 3 No. 1

Section

Misconceptions

License

Copyright © by the authors. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution license (https://creativecommons.org/licenses/by/4.0/).