Myths or Misnomers: Research-based Realities in the Classroom Literature Review for Deans for Impact (2015)

  • Maria Leahy University of North Carolina at Charlotte
  • Rebecca Shore
  • Richard Lambert
Keywords: cognitive development, learning styles, brain lateralization, brain science


This article proposes the importance of forming an interdisciplinary partnership between neuroscientists, cognitive scientists, college professors, and professional educators, to dispel long perpetuated myths and to increase the research-based underpinnings of education.  Professional educators have a unique opportunity to combine their expertise in the classroom with neuroscientists and cognitive scientists to dispel myths and develop theories and practices based on sound scientific research; thus, supporting education and learning in the classroom.