Why Right-Brain Teaching is Half-Witted: A Critique of the Misapplication of Neuroscience to Education
Why Right-Brain Teaching is Half-Witted: A Critique of the Misapplication of Neuroscience to Education
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DOI：
10.1111/j.1751-228x.2011.01120.x
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发表时间：
2011-09-01
影响因子：
1.8
通讯作者：
Kidd, Evan
中科院分区：
文献类型：
--
作者：
Lindell, Annukka K.;Kidd, Evan
声称使用“右脑技术”的教育工具正在越来越多地影响学校课程。通过暗示强有力的科学基础，这些方法对那些正确相信大脑知识应该指导课程开发的教育工作者具有吸引力。然而，半球性的概念（认为人是“左脑”或“右脑”的想法）是一个神经神话，在25年前的科学文献中被揭穿。这篇文章挑战了“右脑”教学的有效性，强调了神经科学研究并不支持其主张的事实。作为教师培训的一部分，为教师提供对神经科学研究的基本了解，将有助于更有效地评估基于大脑的主张，并促进采用经过严格独立研究验证的工具，而不是基于伪科学的程序。
Educational tools claiming to use "right-brain techniques" are increasingly shaping school curricula. By implying a strong scientific basis, such approaches appeal to educators who rightly believe that knowledge of the brain should guide curriculum development. However, the notion of hemisphericity (idea that people are "left-brained" or "right-brained") is a neuromyth that was debunked in the scientific literature 25 years ago. This article challenges the validity of "right-brain" teaching, highlighting the fact that neuroscientific research does not support its claims. Providing teachers with a basic understanding of neuroscience research as part of teacher training would enable more effective evaluation of brain-based claims and facilitate the adoption of tools validated by rigorous independent research rather than programs based on pseudoscience.