Tackling learning myths among trainee primary teachers: a case study

Research output: Contribution to specialist publicationArticle

Abstract

Myths and misconceptions about learning are pervasive among the teaching profession. Myths such as ‘learning styles’ or the idea that some pupils are ‘left brained or right brained’ have been endorsed by over 90 per cent of participants in some studies (Howard-Jones, 2014). This case study describes the development and evaluation of a short course on memory and misconceptions that was trialled with a group of second-year undergraduate trainee primary teachers in Scotland.
Original languageEnglish
Pages20
Number of pages3
Volume10
Specialist publicationImpact: Journal of the Chartered College of Teaching
Publication statusPublished - 15 Sep 2020

Keywords

  • learning styles
  • learning
  • memory function

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