ABSTRACT:
Feedback from teachers during in-service courses shows that they are fascinated by neuroscience, as they feel that it has the potential to improve their teaching practice.
A previous article of mine in School Science Review reported the first eight messages of the outcomes from a small-scale action research project with primary and secondary science advanced skills teachers (ASTs) in North Yorkshire.
The second in this two-part account introduces a further seven messages related to aspects of how the human brain learns that provide credence for the ASTs’ exemplary practice.
Finally, the 15 messages are grouped together into a series of concluding notes to help teachers to improve pupils’ learning in their classrooms.