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This study examines teachers’ beliefs and implementation of brain-based learning in an Australian primary school using a neuroscience pedagogical framework. Survey data from 14 teachers were analyzed with descriptive statistics and content analysis, showing that beliefs influence practice whether accurate or misinformed, and that professional learning and universities were key information sources.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/brain-based-learning-beliefs-and-practice-in-one-australian-primary-school-implementing-a-neuroscience-pedagogical-framework-article-2/594107/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/brain-based-learning-beliefs-and-practice-in-one-australian-primary-school-implementing-a-neuroscience-pedagogical-framework-article-2/594107.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the study on brain-based learning?","Question",{"text":112,"@type":113},"The study explores teachers’ beliefs and how they implement brain-based learning in an Australian primary school guided by a neuroscience pedagogical framework.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were teachers’ beliefs and practices investigated?",{"text":117,"@type":113},"A small online survey collected data from 14 teachers, analyzed using descriptive statistics and content analysis to examine both beliefs and classroom implications.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about neuromyths and professional learning sources?",{"text":121,"@type":113},"Teachers endorsed common neuromyths even when they had some accurate neuroscience knowledge, and school professional learning and universities were identified as primary information sources.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594107,1792167459,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 47  Issue 10 | Article 2 |\n| --- | --- |\n| 2022\u003Cbr>Brain-based Learning: Beliefs and Practice in one Australian Primary School Implementing a Neuroscience Pedagogical Framework\u003Cbr>Christina Deans\u003Cbr>University of Southern Queensland\u003Cbr>Ellen Larsen\u003Cbr>University of Southern Queensland\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Curriculum and Instruction Commons, Elementary Education Commons, and the Elementary Education and Teaching Commons |  |\n\nRecommended Citation  \nDeans, C., & Larsen, E. (2022) . Brain-based Learning: Beliefs and Practice in one Australian Primary School Implementing a Neuroscience Pedagogical Framework. Australian Journal of Teacher Education, 47(10) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n10.2](http://dx.doi.org/10.14221/ajte.2022v47n10.2)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss10/2](https://ro.ecu.edu.au/ajte/vol47/iss10/2)  \nBrain-based Learning: Beliefs and Practice in one Australian Primary School Implementing a Neuroscience Pedagogical Framework  \nChristina Deans  \nEllen Larsen  \nUniversity of Southern Queensland  \nAbstract: Pedagogy grounded in neuroscience is an influential approach in Australian schools, despite concerns regarding teachers’beliefs in several neuromyths that go on to pervade their practice.  \nThis paper reports on a small study that explored teachers’ beliefs and implementation of brain-based learning in one Australian  \nprimary school whose pedagogy is specifically underpinned by neuroscience. Survey data collected from 14 teachers were analysed using simple descriptive statistics and content analysis. Findings indicated that these teachers, despite having some accurate brainbased knowledge, were still prone to endorsing common neuromyths regardless of the school’s teaching and learning framework, years atthe school, overall teaching experience or level of qualification, with beliefs influencing classroom practice whether correct or misinformed. Further, school professional learning and universities were listed as primary sources of information for these teachers. This study underscores the importance ofschools and universities  \nproviding opportunities for timely and up-to-date professional  \nlearning.  \nIntroduction  \nThe merging of two disciplines, science and education, provides insights into how the brain processes learning. As such, it offers an attractive way forward in the development of research-based classroom practice (Bruer, 1997; Hook & Farah, 2013; Hughes et al., 2020) . Significantly, this partnership, referred to as “neuroeducation”(Ansari et al., 2012), has provoked much debate, with critics claiming the promise of neuroscience and education working together has been largely unrealised (Macdonald et al., 2017) . Despite some additional criticism, such as that posed by Bowers and Holyoak (2016) who state that the potential for neuroscience to inform education has been overinflated, interest inneuroeducation has continued to flourish with a wide body of literature highlighting the level of interest and adoption shown by teachers (Dekker et al., 2012; Goswami, 2006; Hook & Farah, 2013; Im et al., 2018) .  \nDespite this debate, there is evidence that when implemented with fidelity, some benefits to student learning can be achieved through brain-based practices, such as those considerate of how emotion affects learning (Immordino-Yang & Damasio, 2007) and the importance of the environment in typical brain development (Sanchez, 2017) . There is also evidence to suggest, however, that where teachers engage in practices informed by misconceptions, both teachers and students may experience adverse effects in the form of, for instance, misguided use of time and resources, and ineffective ins","cbCaiodhliAEEl6z","https://ap.wps.com/l/cbCaiodhliAEEl6z","pdf",345384,22,"English","# Abstract\n# Introduction\n## Neuroeducation and debate\n## Benefits and risks of implementation\n## Research aims and questions","[{\"question\":\"What is the focus of the study on brain-based learning?\",\"answer\":\"The study explores teachers’ beliefs and how they implement brain-based learning in an Australian primary school guided by a neuroscience pedagogical framework.\"},{\"question\":\"How were teachers’ beliefs and practices investigated?\",\"answer\":\"A small online survey collected data from 14 teachers, analyzed using descriptive statistics and content analysis to examine both beliefs and classroom implications.\"},{\"question\":\"What did the study find about neuromyths and professional learning sources?\",\"answer\":\"Teachers endorsed common neuromyths even when they had some accurate neuroscience knowledge, and school professional learning and universities were identified as primary information sources.\"}]","Brain-based Learning: Beliefs and Practice in one Australian Primary School Implementing a Neuroscience Pedagogical Framework - Article 2 | PDF",1792078545,55]