When the Myth is the Message: Neuromyths and Education
Two reports suggest that neuromyths are more pervasive in the educational community than we might think, and this may work against academic achievement. We investigate some of the most common myths, explaining their scientific origins and realities.
Bioethics in the ClassroomQ&A with Arthur Caplan, Ph.D. and Dominic Sisti, Ph.D.
The High School Bioethics Project aims to increase discussions about bioethics in high school classrooms through a combination of curriculum development, online initiatives, and outreach programs. In our grantee Q&A, Arthur Caplan, Ph.D., and Dominic Sisti, Ph.D., of the University of Pennsylvania discuss the project, started in 2007.
The Brain in Science EducationWhat Should Everyone Learn?
Dr. Jo Ellen Roseman and Mary Koppal, from the American Academy for the Advancement of Science (AAAS), discuss how brain science fits into national classroom curricula. While recommendations from several national organizations include brain-related standards, what students actually learn in the classroom varies greatly from state to state. See also complementary article, "Promoting Brain-Science Literacy in the K-12 Classroom"
Promoting Brain-Science Literacy in the K-12 Classroom
There are many simple ways to incorporate neuroscience into the K-12 classroom, even when the subject is not explicitly part of the curriculum. Here, Michaela Labriole, a science instructor at the New York Hall of Science, provides tangible examples of how teachers can encourage brain-science literacy in students at a time when growing knowledge of the brain is shaping our understanding of how to best foster learning. A complementary article to "The Brain in Science Education: What Should Everyone Learn?"
Six Good Reasons for Advocating the Importance of Arts in SchoolKeynote address by Jerome Kagan at the conference "Neuroeducation: Learning, Arts, and the Brain"
The argument for arts and music in the curriculum does not have to be sentimental, but can rest on pragmatic grounds, argues Jerome Kagan, emeritus professor of psychology at Harvard and a pioneer in the field of developmental psychology.