The following blog post is part of the Alliance’s work on the potential impact the science of adolescent learning (SAL) can have on the educational experiences of secondary students. It is written by Kara Blacker, PhD, a distinguished science of adolescent learning fellow in the Department of Psychological and Brain Sciences at Johns Hopkins University. Her research focuses on the neural mechanisms of working memory and improving cognition through training.
We all have seen and (maybe taken) those quizzes on Facebook that ask us to answer ten questions to find out if we are left-brained or right-brained. But is there any scientific evidence behind this idea that our personalities, learning styles, or strengths are the result of an unbalanced brain? More importantly, how do these ideas influence educational practices? What happens when teachers buy into these ideas and students internalize these notions about themselves?
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