NEUROPEDAGOGICAL APPROACH IN EDUCATION: ANALYSIS OF RENATA AND GEOFFREY CAINE’S PRINCIPLES
DOI:
https://doi.org/10.31652/2786-9083-2025-6(2)-49-55Keywords:
neuroeducation, neuromyths, principles of learning, analysis of principles, learningAbstract
In today’s technologically advanced and media-saturated world, traditional teaching approaches are gradually losing their effectiveness. Learning based on principles of brain functioning is more effective, as it relies on natural mechanisms of information processing and promotes active student engagement. However, these principles, formulated at early stages of research, are often misinterpreted, which leads to the spread of flawed educational theories that hinder improvements in educational effectiveness. This study aims to analyze all 12 principles in order to clarify their current interpretations and refute the most widespread misconceptions. It has been established that the misinterpretation of certain principles contributes to the emergence and application of neuromyths in education, particularly those related to learning styles, hemispheric dominance, and the theory of multiple intelligences.References
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