Lamaiti – Mitihani ya Darasa la Tatu | Midterm – March 2026 | Download All Subjects
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2.1 “Brain Research” The recent SCRE review (summarised in Spotlight 92, Hall 2005) offers a number of important reminders of what is currently known for sure about neuroscience and education, as opposed to “myths”. The review begins with a cautionary section, based on 1997 work by John Bruer, indicating that discoveries about the physiology and organisation of the brain do not lead inevitably and quickly to practical classroom applications and that cognitive psychology still has a significant role in informing educational activity. 2.1.1 Myths One “myth” which the review considers is the idea that there are critical periods for brain development, and therefore that there may be particular significance for learning development of the first three years of life or of forms of “hot housing” of young children.
Neuroscience identifies certain types of learning that are developed strongly in sensitive periods when the brain is particularly ready to respond to stimuli in the environment. The result of responding to environmental stimuli is enormous growth of axons (the “tails” of brain neurons that send electrical impulses to other neurons), dendrites (neurons’ receptors of impulses from other neurons), and synapses (the connections between axons and dendrites). It appears that the types of learning most susceptible to these “sensitive” periods are those which occur naturally as part of our evolutionary development.