Debunking Myths and the Role of Cognitive Science Order Instructions: 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).
Here is the article:
https://theconversation.com/why-urban-myths-about-education-are-so-persistent-and-how-to-tackle-them-60680
Debunking Myths and the Role of Cognitive Science Sample Answer
DEBUNKING MYTHS
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 the 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 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 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).
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 a 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, neuroscience and cognitive science are essential in helping students and teachers in developing real learning progress and 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.
Debunking Myths and the Role of Cognitive Science Reference
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. Retrieved May 12, 2017, from https://theconversation.com/why-urban-myths-about-education-are-so-persistent-and-how-to-tackle-them-60680
