Neuroscience and Neuromyths for teachers

Professor Paul Howard-Jones | View as single page | Feedback/Impact
Neuroscience and Neuromyths for teachers
Evidence
Definitions, background and scope
Neuromyths and interventions
Resources
Case studies
Sources of evidence
Definitions
Neuromyths quiz
Web and other resources
Invitation to contribute
Strength of evidence and translation rating
Background and scope
Myth A: Percentage of the brain in use
Research on commercial products
Additional information
Is intelligence fixed?
Myth B: Exercise and mental function
Myth C: Co-ordination exercises
Myth D: Sugar, snacks and attention
Myth E: Caffeine and alertness
Myth F: Learning styles
Myth G: Drinking water
Myth H: Brains, games and learning
Strength of Evidence
Transferability
Areas for further research
Editor's Comments
Online Communities

Source of evidence

This MESH Guide is based on a synthesis of the research listed below undertaken by Dr Howard Jones and tested with education colleagues.

This particular MESH Guide is an extract from Howard- Jones, P. (2013) in Capel, S., Leask, M. and Turner, T. (2013 6th edition). Learning to Teach in the Secondary School- a companion to school experience. Abingdon. Routledge/Taylor-Francis.

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