ABSTRACT
As scientists and researchers have made great strides in brain research, the need for collaboration with educators has taken on increased importance. Cognitive development, however, does not advance in the continuous linear manner in which scientific study is conducted. Robert Sylwester, a leading figure in the field of brain research and school learning, points out that educators have stressed the environmental aspects of learning potential largely without an understanding of how the brain actually works. As neuroscientists have increasingly become focused on the brain and learning of the last decade, they have also served as expert critics of how brain science has been applied in the classroom. It is alarming that Dekker and colleagues found that teachers with higher scores on brain knowledge were more likely to believe in neuromyths. The work of Caine continues to stand out as they developed brain principles as a general theoretical foundation for brain-based learning.
