Neuroeducation: Neuromyths, Neurotruths, Student Learning, and Teachers’ Understanding

In June 2018, the National Center for Education Research (NCER) of the Institute of Education Sciences (IES) convened a group of researchers and practitioners to discuss how to address persistent neuromyths (e.g., "learning styles") that continue to permeate teachers' professional development, curriculum materials, and education technology products. The group also discussed how to improve the relevance and awareness of high quality research within the learning sciences to ensure its usefulness for practitioners, policymakers, and curriculum and education technology developers. Specifically, the discussion followed four topics: (1) the pervasiveness of neuromyths in education; (2) identifying neurotruths relevant to education; (3) rethinking traditional research approaches; and (4) sharing the science with practitioners and policymakers. This meeting summary covers the major points of discussion and the recommendations that were offered.