Recent research suggests that brain-based teaching, as exhibited in the idea of
teaching to address perceptual learning styles, has no basis in what scientists
are learning about the brain and how it works. This article questions whether
training teachers to assess and accommodate learning styles is harmless
or potentially poor educational practice. A study was conducted amongst
practising language teachers to uncover the extent to which they believed in
so-called ‘neuromyths’ and whether and how these beliefs, particularly the idea
that accommodating sensory learning styles improves learning, have influenced
their teaching. The article concludes with some recommendations regarding
current scientific findings in this area and language teacher education.

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Perpustakaan FITK Pusat

Tersedia

• Learning styles and teacher training: are we perpetuating neuromyths?

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