Abstract
It is common to encounter the belief that neuroscience holds promise for advancing education practice—a belief that is predicated on the assumption that neuroscientific findings can be scaled up to inform our understanding of behavior in complex education settings. In this article, we argue that this belief is not just far-fetched but misdirected. Although we acknowledge the value of neuroscience for understanding brain mechanisms, we argue that it is largely unnecessary for the development of effective learning interventions. We demonstrate how neuroscience findings have failed to generalize to classroom contexts by highlighting the recent popularity and failed results from brain-training research. We end by providing two recommendations for how future researchers and policy makers should address neuroscience and its potential for education applications.
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