This article is the second of a two-part series that explores science teachers' and their pupils' experiences of using different pedagogical approaches based on understandings of how brains learn. Part 1 (Torrance Jenkins, 2017) focused on the two approaches rooted in cognitive psychology: Cognitive Load Theory (CLT) and Cognitive Acceleration through Science Education (CASE). After an introduction to the field of educational neuroscience, Part 2 will explore experiences of using two teaching resources from educational neuroscience: 'The Brain-Targeted Teaching Model' (Hardiman, 2012) and 'Research-Based Strategies to Ignite Student Learning' (Willis, 2006). Both approaches were selected for the case study research because of the strength of their scientific integrity, reliability and relatively substantial (and ongoing) empirical evidence. [For Part 1, see EJ1165645.]