ABSTRACT
Misunderstandings about scientific findings can be the result of an honest desire to learn. The most ironic thing about learning styles is that even if learning styles did matter for learning, a better idea would be to teach to students' nonpreferred styles, in order to strengthen their weaknesses. Unfortunately, misconceptions about ways to improve learning are pervasive in education. It is important to emphasize that the misunderstandings do not arise simply because teachers are not paying attention to neuroscience or don't want to learn. In fact, the opposite is true; teachers on the whole find neuroscience useful and important to understand, and find it interesting to explore and learn about. The problem arises when information about learning –particularly about how learning occurs in the brain – is taken out of context. Colorful decorations can lead children to shift or split their attention away from the teacher and the current learning tasks, and this can interfere with learning.
