While neuroscience has elucidated the mechanisms underpinning brain development, cognitive and affective learning and memory, accurate dissemination of this knowledge to teachers and educators has been limited. Such a limitation has opened the door to some neuromyths and misconceptions generated by misunderstanding, misreading, and misquoting brain facts. Hence, the first volume of Cortica focuses on teachers/educators professional development in neuroscience that harnesses the power of active-learning strategies and best educational practices resulting in increased teacher and student understanding of brain function. Bridging the gap between neuroscience and education should be viewed as a frame for understanding why active-learning pedagogies work to engage and motivate students. Teachers/educators may make connections applying neuroscience concepts to understand why learner-centered pedagogies are effective in promoting higher order thinking (metacognition) and deep learning in their students. Teachers may plan and embrace pedagogies involving modeling, experimentation, discussion, analysis, and synthesis, increasing classroom cognitive and affective engagement. Comprehending that everyone is in charge of changing their own brains is a tremendously powerful idea that may motivate teachers/educators to provide students opportunities to actively engage with content. The inclusion of neuroscience in teacher/educators training makes perfect sense given the role that they play in supporting cognitive development in their students. Only through the adoption of more sound methodology, including the use of appropriate controls, will future studies be able to draw sound conclusions about the true benefits of neuroscience training for teachers.
