Research shows brain-based learning is achieved best when the students are in an active, low-stress state (Jensen, 2008), and people have unique learning styles that facilitate the assimilation of new knowledge (Gardner, 1983). However, current testing practices hinder the creation of an optimal learning environment, because teachers feel they have to build test-taking skills and spend valuable educational time teaching in ways they believe are not best practices. Changes in the brain can be seen with highly sophisticated imaging technology such as magnetic resonance imaging (MRI), functional MRI, and positron emission tomography (PET) (Drevets & Raichle, 1998). This imaging technology is underutilized in educational applications, partially because of ethical concerns. The call to eliminate instructional practices which are counterproductive can be strengthened with studies such as MRI and PET scans which show imaging changes when brain-based learning and best practices are applied.
This is an original work
This work has not been previously published
IRB approval verification
Bowen, C. (2011). Resolving the Conflict: Brain-Based Learning, Best Practices, and No Child Left Behind. Perspectives In Learning, 12 (1). Retrieved from https://csuepress.columbusstate.edu/pil/vol12/iss1/6