Mieux comprendre le fonctionnement du cerveau pour adapter ses pratiques pédagogiques. D'après le MOOC Apprendre et enseigner avec les sciences cognitives.
Présenté au collège A. Cadet (Les Avirons)
Canope 37 - Sciences cognitives et enseignement : les neurosciences au servic...Bibdoc 37
Conférence-débat animée par Nicole Bouin, mercredi 23 mai 2018 à l'atelier Canopé 37 - Tours
Conférence de Nicole Bouin, professeure de lycée professionnel, formatrice d'enseignants et de cadres éducatifs, animatrice de groupes d'analyse des pratiques d'enseignants et d'éducateurs. Auteure d'articles, de l’ouvrage "Enseigner, apport des sciences cognitives" et coordinatrice d'un dossier des Cahiers Pédagogiques sur le thème "Neurosciences et enseignement".
En quoi les sciences cognitives peuvent-elles faire partie des sciences de l'éducation et que peuvent-elles apporter à l'enseignant de terrain ? Qu'elles confirment des intuitions pédagogiques, amènent à les reconsidérer ou ouvrent de nouvelles pistes, les sciences cognitives éclairent les pratiques et inspirent les professeurs qui s'y intéressent. Attention, mémorisation, apprentissages et motivation, des thématiques sur lesquelles scientifiques et pédagogues ont beaucoup à échanger.
Durant tout le XXe siècle le son et l’image en mouvement, de par les moyens technologiques d’enregistrement et de montage, ont vu leurs productions se rapprocher jusqu’à se confondre en productions instituées : le cinéma, le clip musical ou l’art vidéomusical émergent. Or s’il existe de nombreuses propositions permettant de former l’élève à la reconnaissance des instruments, des genres, styles et formes musicaux par la perception, d’une part, aucune n’a donné lieu à une étude sur leur portée dans l’acquisition d’un esprit critique sur la perception audio-visuelle des élèves, et d’autre part, aucune ne s’intéresse au processus du développement de l’esprit critique des élèves dans le domaine de l’audio-visuel.</p>
<!-- /wp:paragraph -->
Adossés aux résultats des recherches menées par J.-P. Moreau au laboratoire Musique et Informatique de Marseille (MIM) portant sur la sémiose temporelle émergente dans les œuvres audio-visuelles vidéomusicales sous la forme de Profils Temporels Perçus, nous travaillerons à la conception d’un compagnon numérique destiné à l’étude des perceptions audio-visuelles des élèves de collège. Le but de cette interface sera d’aider l’enfant à affiner sa perception de la relation interdiscursive dans les œuvres audio-visuelles auxquelles il est confronté, afin de lui permettre de développer ses capacités de raisonnement critique dans sa relation à l’audiovisuel.
Une expérience de formation sur la motivation dans le cours Projet intégrateur
Communication présentée dans le cadre du congrès de l'ACFAS 2011 par Chantal Rioux et Nicole Gagnon
Stanley Rao is named as one of the “100 Most Influential Global Sales & Marketing Technology Leaders” by Marketing Times. He is an efficient leader, dynamic and democratic by innovating a wide range of organic growth techniques.
The document discusses refrigeration compressors. It describes the different types of compressors including reciprocating, rotary, centrifugal, screw, and axial flow. It discusses the historical development of compressors from 1865 to present. Finally, it outlines the structure of the refrigeration compressor industry in India, including major manufacturers, installed capacity and utilization rates, and future demand forecasts.
Critical thinking can be defined in various ways from different perspectives. From a philosophical perspective, it involves skills like reflection, reasoning, and making judgments based on evidence. From a cognitive perspective, it refers to the thinking processes used by experts in different domains. There is no consensus on how to define or teach critical thinking. Research suggests it may not be a general skill that can be transferred, but rather is intertwined with domain-specific knowledge. Deliberate practice of critical thinking skills through activities like argument mapping may be needed to improve students' abilities.
Testing automation on Android using BitBarandroidaalto
"Testing solutions on Android" presentation delivered by Jouko Kaasila, during Android Aalto community keynote #3.
More information: http://androidaalto.org/
This document outlines a project aimed at introducing primary school students to the functions of the brain engaged with screens. It consists of:
1. A 20-lesson instructional module where students discover perceptual mechanisms involved with screens, learn about attention, memory, emotions, and make recommendations for good screen practices.
2. Teacher training to provide primary teachers knowledge about the mind-brain to better understand the project's aims.
3. The potential benefits and risks of introducing mind-brain studies in schools. Benefits include applying knowledge to improve practices, while risks include getting science wrong, trivial findings, and failing to transfer knowledge meaningfully.
The project sees value in a scientific understanding of the mind-brain to
The document discusses the importance of music videos for artists and the music industry. It provides examples of how music videos can help relatively unknown artists gain widespread popularity and recognition, as in the case of Psy's "Gangnam Style" which went viral after its music video was released. Even famous artists can miss out on recognition if they do not release a music video for a song. The document also discusses how music videos help promote artists and sell more songs, as well as how television music channels and synergistic partnerships with films and advertisements can further boost a song's publicity.
The document provides updates from Dian including new mobile apps and widgets to better serve site members, links to Fed Chairman comments on further quantitative easing and unemployment rates, and brief highlights on commodity stocks reacting to Bernanke's comments, oil prices, and the ongoing European debt crisis. It also shares lighter news items on US money printing and Starbucks expanding in China, along with recent posts on big banks stifling growth, California oil consumption, and Netflix. Lastly, it provides a link to sign up for article alerts and the social media page.
This document discusses neuroeducation and provides information on neuromyths and neurofacts. It begins by outlining several common neuromyths such as the myth that we only use 10% of our brains. It then discusses several neurofacts supported by research, including that learning is enhanced by an appropriate level of challenge and inhibited by threat, attention determines what is encoded in long-term memory, and reflection is required to integrate new concepts into long-term memory. The document encourages discussion of how these neurofacts can inform course design and concludes by noting emerging disruptive technologies may impact neuroeducation.
This document discusses cellular neuroscience and the nervous system. It notes that neurons and glia are specialized cell types that control body functions in animals using over 100 billion neurons and quadrillions of synapses. It also lists techniques used to study the nervous system like genetics, electrophysiology, biochemistry, animal models, anatomy, and mentions terminology and divisions of anatomy from skin to brain cortex.
The document outlines an eight day study hall program in the library called BOOM that focuses on neuroplasticity and developing neural pathways, with days devoted to topics like neuromyths, brain rules, and presentations. Students will research brain rules, take surveys on executive function, and participate in activities like "Wacky Wordies" during the study hall sessions. The expectations for the library are also noted to allow drinks with lids.
Mieux comprendre le fonctionnement du cerveau pour adapter ses pratiques pédagogiques. D'après le MOOC Apprendre et enseigner avec les sciences cognitives.
Présenté au collège A. Cadet (Les Avirons)
Canope 37 - Sciences cognitives et enseignement : les neurosciences au servic...Bibdoc 37
Conférence-débat animée par Nicole Bouin, mercredi 23 mai 2018 à l'atelier Canopé 37 - Tours
Conférence de Nicole Bouin, professeure de lycée professionnel, formatrice d'enseignants et de cadres éducatifs, animatrice de groupes d'analyse des pratiques d'enseignants et d'éducateurs. Auteure d'articles, de l’ouvrage "Enseigner, apport des sciences cognitives" et coordinatrice d'un dossier des Cahiers Pédagogiques sur le thème "Neurosciences et enseignement".
En quoi les sciences cognitives peuvent-elles faire partie des sciences de l'éducation et que peuvent-elles apporter à l'enseignant de terrain ? Qu'elles confirment des intuitions pédagogiques, amènent à les reconsidérer ou ouvrent de nouvelles pistes, les sciences cognitives éclairent les pratiques et inspirent les professeurs qui s'y intéressent. Attention, mémorisation, apprentissages et motivation, des thématiques sur lesquelles scientifiques et pédagogues ont beaucoup à échanger.
Durant tout le XXe siècle le son et l’image en mouvement, de par les moyens technologiques d’enregistrement et de montage, ont vu leurs productions se rapprocher jusqu’à se confondre en productions instituées : le cinéma, le clip musical ou l’art vidéomusical émergent. Or s’il existe de nombreuses propositions permettant de former l’élève à la reconnaissance des instruments, des genres, styles et formes musicaux par la perception, d’une part, aucune n’a donné lieu à une étude sur leur portée dans l’acquisition d’un esprit critique sur la perception audio-visuelle des élèves, et d’autre part, aucune ne s’intéresse au processus du développement de l’esprit critique des élèves dans le domaine de l’audio-visuel.</p>
<!-- /wp:paragraph -->
Adossés aux résultats des recherches menées par J.-P. Moreau au laboratoire Musique et Informatique de Marseille (MIM) portant sur la sémiose temporelle émergente dans les œuvres audio-visuelles vidéomusicales sous la forme de Profils Temporels Perçus, nous travaillerons à la conception d’un compagnon numérique destiné à l’étude des perceptions audio-visuelles des élèves de collège. Le but de cette interface sera d’aider l’enfant à affiner sa perception de la relation interdiscursive dans les œuvres audio-visuelles auxquelles il est confronté, afin de lui permettre de développer ses capacités de raisonnement critique dans sa relation à l’audiovisuel.
Une expérience de formation sur la motivation dans le cours Projet intégrateur
Communication présentée dans le cadre du congrès de l'ACFAS 2011 par Chantal Rioux et Nicole Gagnon
Stanley Rao is named as one of the “100 Most Influential Global Sales & Marketing Technology Leaders” by Marketing Times. He is an efficient leader, dynamic and democratic by innovating a wide range of organic growth techniques.
The document discusses refrigeration compressors. It describes the different types of compressors including reciprocating, rotary, centrifugal, screw, and axial flow. It discusses the historical development of compressors from 1865 to present. Finally, it outlines the structure of the refrigeration compressor industry in India, including major manufacturers, installed capacity and utilization rates, and future demand forecasts.
Critical thinking can be defined in various ways from different perspectives. From a philosophical perspective, it involves skills like reflection, reasoning, and making judgments based on evidence. From a cognitive perspective, it refers to the thinking processes used by experts in different domains. There is no consensus on how to define or teach critical thinking. Research suggests it may not be a general skill that can be transferred, but rather is intertwined with domain-specific knowledge. Deliberate practice of critical thinking skills through activities like argument mapping may be needed to improve students' abilities.
Testing automation on Android using BitBarandroidaalto
"Testing solutions on Android" presentation delivered by Jouko Kaasila, during Android Aalto community keynote #3.
More information: http://androidaalto.org/
This document outlines a project aimed at introducing primary school students to the functions of the brain engaged with screens. It consists of:
1. A 20-lesson instructional module where students discover perceptual mechanisms involved with screens, learn about attention, memory, emotions, and make recommendations for good screen practices.
2. Teacher training to provide primary teachers knowledge about the mind-brain to better understand the project's aims.
3. The potential benefits and risks of introducing mind-brain studies in schools. Benefits include applying knowledge to improve practices, while risks include getting science wrong, trivial findings, and failing to transfer knowledge meaningfully.
The project sees value in a scientific understanding of the mind-brain to
The document discusses the importance of music videos for artists and the music industry. It provides examples of how music videos can help relatively unknown artists gain widespread popularity and recognition, as in the case of Psy's "Gangnam Style" which went viral after its music video was released. Even famous artists can miss out on recognition if they do not release a music video for a song. The document also discusses how music videos help promote artists and sell more songs, as well as how television music channels and synergistic partnerships with films and advertisements can further boost a song's publicity.
The document provides updates from Dian including new mobile apps and widgets to better serve site members, links to Fed Chairman comments on further quantitative easing and unemployment rates, and brief highlights on commodity stocks reacting to Bernanke's comments, oil prices, and the ongoing European debt crisis. It also shares lighter news items on US money printing and Starbucks expanding in China, along with recent posts on big banks stifling growth, California oil consumption, and Netflix. Lastly, it provides a link to sign up for article alerts and the social media page.
This document discusses neuroeducation and provides information on neuromyths and neurofacts. It begins by outlining several common neuromyths such as the myth that we only use 10% of our brains. It then discusses several neurofacts supported by research, including that learning is enhanced by an appropriate level of challenge and inhibited by threat, attention determines what is encoded in long-term memory, and reflection is required to integrate new concepts into long-term memory. The document encourages discussion of how these neurofacts can inform course design and concludes by noting emerging disruptive technologies may impact neuroeducation.
This document discusses cellular neuroscience and the nervous system. It notes that neurons and glia are specialized cell types that control body functions in animals using over 100 billion neurons and quadrillions of synapses. It also lists techniques used to study the nervous system like genetics, electrophysiology, biochemistry, animal models, anatomy, and mentions terminology and divisions of anatomy from skin to brain cortex.
The document outlines an eight day study hall program in the library called BOOM that focuses on neuroplasticity and developing neural pathways, with days devoted to topics like neuromyths, brain rules, and presentations. Students will research brain rules, take surveys on executive function, and participate in activities like "Wacky Wordies" during the study hall sessions. The expectations for the library are also noted to allow drinks with lids.
Développer des conditions pédagogiques pour la culture informationnelleSheila Webber
This was presented at the conference *L'education à la culture informationnelle* [Education for/in information culture], held in l’Université Charles de Gaulle Lille3, Lille, France on 16 October 2008. The presenters were Sheila Webber and Bill Johnston, and the paper was also co-authored with Stuart Boon. The presentation was made in English as "Developing pedagogical conditions for information literacy: the impact of disciplinary contexts on information literacy education". The PowerPoint has been translated into French as "Développer des conditions pédagogiques pour la culture informationnelle : l’impact des contextes disciplinaires sur l’éducation à l’information". In it we describe our research into UK Civil Engineering academics' conceptions of information literacy and teaching information literacy, and we discuss the implications for learning. Note: the graphic is taken from a photograph of a mosaic by Elaine Goodwin.
Fopa conference 2018 : De « l’école » à L’environnement numérique d’apprenti...Marcel Lebrun
Conférence de rentrée donnée à la FOPA (Faculté Ouverte Pour Adultes) à l'Université catholique de Louvain (UCLouvain) le Samedi 22 septembre 2018 : numérique, compétences, dispositif pédagogiques, classes inversées ... au rendez-vous
Première partie du ppt de cours sur la rédaction scientifique. Il aborde la question de la problématique, problème de recherche, question de recherche, objectifs, hypothèses et autres.
Le défi de l'évaluation des compétencesMarcel Lebrun
Diaporama utilisé le 23 mars 2018 lors de le conférence de clôture de la journée pédagogique de la HELHA (Haute Ecole Louvain en Hainaut) à Mons (Belgique). Définitions de divers registres de compétences, modèle pragmatique de l'apprentissage et pistes pour l'évaluation de ces dernières en particulier les compétences transversales.
Retour d'expérience doctorale sur la question de l'épistémologie en sciences de l'information et de la communication (SIC).
Présenté en 2014 et 2016 auprès de jeunes chercheurs dans le cadre de l'association REPLIC.
Les neurosciences sont à la mode. D'ailleurs, il est bon de démarrer chaque phrase sur la formation en disant : "Comme disent les neurosciences ....," ça fait riche !"
Cependant, quand on regarde les pratiques pédagogiques des chercheurs, il y a souvent un écart entre les découvertes et leurs applications dans la pratique en formation ...
C'est impressionnant le nombre de présentations qui parlent de l'importance de l'attention, de l'engagement, de la consolidation ... et qui sont barbantes ou pédagogiquement faibles. C'est normal, ce n'est pas leur métier.
Le 14 octobre , nous avons fait le lien entre les 2 mondes en 3 étapes :
1) Les études des neurosciences et de la psychologie cognitive qui sont applicables en formation des adultes : les neuromythes (c’est une erreur du passé), les bonnes pratiques validées (la science a prouvé que l’eau ça mouille), les erreurs de bonne foi (on le fait mais ça ne marche pas comme ça, c’est même le contraire) et les nouveaux chemins (autres façons de faire)
2) Les pratiques pédagogiques qui existent déjà, celles qu’il faut abandonner ou réduire et celles qu’il faut augmenter ou modifier
3) Questions/réponses
Pour rejoindre le meetup : https://www.meetup.com/fr-FR/Meetup-Reinventer-la-formation-en-presentiel
L'évaluation de La classe inversée par la rechercheMarcel Lebrun
Diaporama de la conférence donnée en ligne le 30 janvier 2019 dans le cadre de la CLISE 2019 (Classe Inversée, la Semaine) au Lycée de la Venise Verte à Niort (Académie de Poitiers).
- Les dias sur fond jaune constituent des ajouts ou des éléments constitutifs d'une animation.
- Les liens en rouge en bas de dias renvoient vers des informations complémentaires.
Intervention de Magda BOU DAGHER KHARRAT ( Faculté des sciences) à l'occasion de l'événement Innover & Enseigner 2011 - Université Saint-Joseph de Beyrouth (11 février 2011) organisé par le Laboratoire de pédagogie universitaire et l'Unité des nouvelles technologies éducatives - Faculté des sciences de l'éducation.
Cette présentation a été présentée à l'occasion de la conférence donnée par Dr Samiha Khelifa Bedhioufi à l'IST d'Antananarivo (Madagascar) le 29 Novembre 2012.
Une manière ludique d'apprendre les processus d'acquisition et de transmission du savoir et des connaissances www.serec.ch
La "Marelle du savoir" décrit le processus d'acquisition et de valorisation du savoir, générateur d'innovation. Elle s'adresse tant aux entreprises qu'aux collectivités publiques et managements régionaux.
Impact des TICS sur les manières d'apprendre. Sandra Enlart. 9RFFFOD
Conférence de Sandra Enlart lors des 9es Rencontres du FFFOD à Orléans, le 16 novembre 2011.
Les nouvelles technologies apportent des nouvelles façons d'apprendre...
This document discusses neuroethics and its relationship to educational issues. It begins by defining neuroethics and cognitive neuroscience. It then examines various ethics issues related to neuroscience research and its applications, including impacts on individuals and society. It discusses how the scientific understanding of the brain can influence views of humanity. It also explores the neuroscience of moral decision making and how an understanding of brain mechanisms can inform views of living. The document traces the history of neuroethics back to the 2000s and conferences/publications that helped establish the field. It analyzes challenges of communicating neuroscience research to the public and proposes ways to enhance communication. Many neuroethical issues are also relevant for education and cognitive science due to the study of
1) A study from 1993 found that listening to Mozart's music led to temporary improved spatial reasoning skills in adults, but this effect was not replicated by other researchers.
2) A more recent 2010 study found higher effects from studies conducted by the original researchers compared to other groups, indicating potential bias. There is little evidence left that Mozart's music specifically enhances performance.
3) A politician proposed funding to make music available to young children to help brain development, citing the Mozart effect research. However, the Mozart effect has not been reliably shown.
This document discusses the potential for a marriage between cognitive science and education but also identifies risks and challenges. It outlines common interests in learning and teaching that could form the basis for collaboration. However, it also lists 10 "slippery slopes" such as getting the science wrong or overstating what can be directly applied. It raises questions about how to produce and disseminate knowledge in a usable way. Translational research models from evidence-based medicine and medicine are discussed as possible approaches but challenges in education are also noted, such as more spurious evidence and lack of infrastructure for classification and training.
Teaching critical thinking involves defining what it is, how to teach it, and why it is important. There is no consensus on a definition of critical thinking, how best to teach it, or whether it can be taught. Approaches include stand-alone courses focusing on general skills versus integrated approaches within specific subjects. While critical thinking is widely believed to be important, there is skepticism around whether it can truly be taught and evaluations of critical thinking programs have had mixed results.
Digital technologies are increasingly used in education both formally and informally. While technologies may engage students as "digital natives," simply using technologies does not guarantee effective learning. Meaningful learning requires understanding principles rather than just practicing skills. Studies show skills can transfer between similar tasks, but not always to novel tasks without principles. Technologies offer potential to simulate real-world problem solving, but more research is needed to identify how and why specific technologies may improve learning outcomes.
The document discusses research on the impact and effectiveness of teachers. It summarizes several key studies:
1) Studies show that high-quality teachers can have long-term positive impacts on students' outcomes beyond test scores, such as earnings and college attendance. However, precisely evaluating a teacher's impact is difficult.
2) A Tennessee study found that students assigned to more experienced teachers had higher earnings, and those in smaller classes were more likely to attend college.
3) A larger study linking teacher value-added scores to student outcomes as adults found students assigned higher-VA teachers were more likely to attend college, earn more, live in better neighborhoods, and less likely to become pregnant as teens.
4
The document discusses several concepts related to obstacles in learning science:
1. Children enter formal science education with intuitive "folk theories" about the physical and natural world developed from everyday experiences that can conflict with scientific explanations and be difficult to change.
2. These naive intuitions both help children learn by providing initial frameworks but also act as an obstacle if they contradict scientific facts. Overcoming these preconceptions requires conceptual change in how ideas are understood.
3. The process of conceptual change that replaces preconceptions with scientific concepts is debated, with differing views on whether change involves replacing whole theories versus more incremental adjustments to knowledge. Understanding conceptual change is important for improving science teaching.
Learning involves lasting changes in the functional architecture of the brain through experience. It occurs through different mechanisms at various stages of life. Early learning mechanisms in infants and young children include statistical learning, causal learning, imitation, and learning through social interactions. Babies are born with core knowledge and learning mechanisms that allow them to acquire cultural skills and knowledge from a very early age through observation, experimentation, and implicit learning processes. Learning is both an individual and social process supported by evolved capacities for language, cooperation, and culture that enabled the human capacity for cumulative cultural evolution.
This document discusses the emergence of cognitive studies and its application to education as a new interdisciplinary field. It provides a brief history of related initiatives dating back to the 1990s from various organizations studying topics like neuroscience and education, the science of learning, and learning sciences. The disciplines involved include biology, cognitive science, education, neuroscience, psychology, and technology. The goals are to better understand cognitive and social processes involved in learning and teaching to improve learning outcomes and design better learning environments. While the new insights from these fields may transform education, William James cautioned in 1899 that teaching remains an art, and sciences do not directly generate teaching methods, requiring inventive minds to apply findings creatively.
The document discusses number processing and calculation from a cognitive neuroscience perspective. It proposes that cultural practices like reading and arithmetic may have developed by "recycling" pre-existing neural circuits in the brain. In particular, regions in the parietal cortex that evolved to process quantities and perform spatial transformations may have been adapted for numerical tasks. Evidence for this comes from studies finding that the same parietal regions are consistently activated during tasks involving numbers across individuals and cultures.
1. The document discusses issues around evaluating the cognitive and educational impacts of technologies. It emphasizes the need for rigorous empirical testing and evidence-based approaches rather than pseudoscience.
2. Fair testing requires considering alternative explanations, ensuring experimental and control groups are equivalent, using active controls, and not overinterpreting results. Transfer of skills from one context to another is difficult to achieve.
3. Some studies show potential cognitive benefits of techniques like brain training games and video games for skills like visuospatial attention, while others find limited evidence of broader real-world impacts. Generalization of skills is challenging.
The document discusses cognitive resistance to learning science and the difficult acquisition of scientific concepts. It covers how children develop intuitive theories about the world from a young age that sometimes clash with scientific explanations, making conceptual change challenging. While babies observe and experiment with the world like scientists, developing abstract causal systems, their thinking differs from professional science. Science requires skills that must be taught, as scientific reasoning does not come naturally to the human mind due to our evolutionary history in small social groups. Overall, the document examines the origins of scientific thinking in childhood and challenges to learning science posed by natural intuitive theories developed from a young age.
This document discusses Richard Feynman's concept of "cargo cult science" and its application to education and psychology. Feynman was disappointed by the lack of rigor in studies of math education and viewed some areas of education and psychology as pseudoscience. The document describes an experiment by Young on rat behavior that demonstrated the importance of controlling for all variables, but subsequent studies failed to build on Young's findings. It argues that some educational research mimics scientific processes but lacks rigor, like cargo cults that imitate airports hoping to attract planes. New technologies in education are also discussed along with concerns about their cognitive impacts and claims of changing student minds.
This document discusses several key themes in neuroethics:
1) Neuroethics examines the social and ethical issues that arise from the intersection of neuroscience and society, such as how neuroscience may impact ideas of free will, personal responsibility, and human identity.
2) Rapid advances in neuroscience technologies like brain imaging raise issues regarding privacy, coercion, and the appropriate uses of such technologies.
3) A deeper scientific understanding of the biological basis of human cognition and behavior challenges traditional concepts of human nature, personality, and the relationship between mind, brain, and personal identity.
1. The document discusses the origins and characteristics of neuromyths, which are false ideas about how the brain works that persist despite being scientifically refuted.
2. Common reasons for the proliferation of neuromyths include communication shortcomings in the dissemination of neuroscience, public interest in neuroscience leading to the promotion of private agendas, and cognitive biases that cause people to misinterpret information.
3. Addressing neuromyths is important for policymaking to be properly informed by scientific evidence rather than myth.
This document discusses several contributions of the mind-brain-behavioral sciences to education. It summarizes research on different types of learning like associative learning, statistical learning, imitation, and cultural transmission. Several studies are cited that explore learning mechanisms in humans from a young age, the importance of social interaction and imitation in language learning, and evidence that humans have evolved abilities for teaching and cultural transmission of knowledge. Potential constraints and timing of learning processes in the brain are also mentioned.
This document discusses the emergence of a new interdisciplinary field applying cognitive science research to education. It summarizes:
1) The field draws from diverse areas including neuroscience, psychology, education, and technology to better understand learning processes.
2) Researchers aim to redesign learning environments based on scientific principles to help people learn more deeply and effectively in schools and throughout life.
3) The field aims to enhance learning by drawing on knowledge about cognition, instructional design, and new technologies from various disciplines.
3. Nature de l’apprentissage
¤ Education is neither writing on a blank slate nor allowing a child's
nobility to flower.
¤ Rather education is a technology that tries to make up for what the
human mind is innately bad at.
¤ Children don't have to go to school to learn to walk, talk, recognize
objects, or remember the personalities of their friends even though
these tasks are much harder than reading, adding, or remembering
dates in history...
¤ Because much of the content of education is not cognitively
natural, the process of mastering it may not always be easy or
pleasant, notwithstanding the mantra that learning is fun... they are
not necessarily motivated in their cognitive faculties to unnatural
tasks like formal mathematics. (Pinker 2002, p. 222)
4. ① Education =
Technologie
pour
promouvoir les
apprentissages
qui ne nous
viennent pas
naturellement
5. ② Apprentissage
= Fonction
cognitive
naturelle et
ubiquitaire
6. ③ Notre
intuition
nous induit
souvent
en erreur
7. Fallacies de l’intuition
¤ A. Illusions perceptives
et cognitives
¤ Sensibilité aux patterns
¤ Hyperthrophie de la
causalité
¤ ….
8. Fallacies de l’intuition
¤ B. Illusions méta-
cognitives (optimistes)
¤ Attention
¤ Mémoire
¤ Compétence,
Connaissance,
Compréhension
9. Fallacies de l’intuition
¤ C. Biais de raisonnement,
heuristiques
¤ Biais de confirmation
¤ Accessibilité
¤ Représentativité
¤ Contexte
12. ② Elles apportent
1. Connaissances
2. Méthodes
3. Un cadre théorique:
modèles
4. De nouvelles questions
… et risques
13. Connaissances
Mécanismes de
l’apprentissage
• Mémoire
• Compréhension
• Expertise
• Spécificité de domaine de la
pensée
• Conditions nécessaires pour le
transfert (et ses difficultés)
• Rôle des processus méta-cognitifs
• …
14. Connaissances
Limites de
l’apprentissage
• Troubles de l’apprentissage
• Rôle des idées, connaissances,
structures, apprentissages
préalables
• Biais de raisonnement
• Apprentissages naturels et non
• Age, périodes sensibles, plasticité
• Fonction cognitives corrélées (ex.
Attention)
18. Sullivan, Joshi, Leonard, 2010
Halpern, et al, 2011
① Fallacie naturaliste =
Considérer le savoir
scientifique comme
prescriptif, alors qu’il
n’est que descriptif
19. Weisberg (2008)
Weisberg et al (2008)
McCabe & Castel (2008)
② Effet persuasif du jargon
et des images
scientifiques
(neurosciences)
• Céder à l’allure
persuasive des
neurosciences
• méprendre des
descriptions de
localisation pour des
explications
20. Lilienfeld et al (2010)
Della Sala (ed.) (2007)
OECD (2002)
Howard-Jones (2010)
③ Ne pas avoir la “bonne
science”
• Distorsion
• Mauvaise interprétation
• Simplification excessive
• du savoir produit par la
science
du savoir produit par la scie
21. Neuromythes
¤ Mythe des trois
premières années/et
son opposé: mythe de
la plasticité infinie ou du
cerveau muscle
Bruer (1997)
22. Neuromythes
¤ Effet Mozart
Rauscher et al (1993)
Chabris (1999)
23. Neuromythes
¤ Mythe du cerveau droit-
gauche
Gazzaniga et al (1985)
Goswami (2006)
Howard-Jones (2009)
24. ④ Usage trivial
des
connaissances
scientifiques
(brain-based)
⑤ Méthodes sans
base
scientifique,
mais qui
utilisent un
langage
scientifique
(brain-based)
25. Roediger & Karpicke
(2006)
⑥ Tentative d’application
immédiate du savoir
théorique général à la
pratique sans passage
par la preuve
« clinique » de
l’efficacité =
• Impossible de savoir si
ça marche réellement
en classe
26. “a bridge too far?”
¤ Les neurosciences ne
peuvent pas donner lieu à
des applications sans le
pont des sciences
cognitives
Bruer (1997)
27. “a bridge too far?”
¤ La recherche en général
ne peut pas donner lieu à
des applications, si elle
n’est pas pensée pour
l’application et
accompagnée de mesures
d’efficacité qui se
déroulent dans la situation
d’application
Willingham (2010)
28. Feynman, 1974
⑦ Simplification excessive
de la méthode
scientifique (preuve des
effets)
• Type de Contrôles
• Causalité/Corrélation
• Significativité pour la
vie réelle
⑧ Usage opportuniste et
incomplet des résultats
scientifiques (“cherry
picking”)
29. Limites expérimentales des études
existantes
Green, Bavelier, & Dye (2010) Miller & Robertson (2010)
Green & Bavelier (2008)
Boot et al (2008)
Owen et al. (2010)
30. Cartwright, 2008
⑨ Pointillisme de la
recherche empirique:
• Le savoir empirique
peut être difficile à
transférer dans des
situations différentes de
celles où il a été produit
(contexte, contenu,
typologie
d’apprenants)
• Il peut être difficile de
contrôler les variables
cachées si on n’a pas
un modèle théorique
qui explique les résultats
empiriques
31. ⑩ “Inutilité” du savoir
produit (savoir non
applicable):
• Le savoir produit peut
ne pas concerner la vie
de l’apprenant
• Le savoir produit peut
ne pas répondre aux
questions des
éducateurs et
problèmes de
l’éducation
• OU ne pas être
accessible à ceux qui
en sont concernés
33. ¤ Avoir la “bonne science”
¤ Savoir empirique (qu’est-ce qui marche)
¤ Savoir théorique (pourquoi ça marche – qu’est-ce qui pourrait
marcher)
¤ produit par des méthodes rigoureuses et modèles solides
¤ L’utiliser à bon escient et éthiquement
¤ en connaissance de l’ensemble de la recherche
¤ en déclarant clairement ses limites et conditions de validité
¤ Produire du savoir utile
¤ par rapport aux besoins réels de l’éducation
¤ Et des apprenants
¤ Le diffuser de manière accessible
¤ Informer
¤ Former
35. Recherche translationnelle
• Production de nouveau savoir
• De la classe au laboratoire, du laboratoire à la classe
36. Le modèle médical
Médecine basée sur la Médecine
preuve translationnelle
¤ EBM concerne l’utilisation du ¤ TM concerne la production de
savoir clinique en complément nouveau savoir utilisable (utile et
de celui biologique ou de adopté) à partir de savoir plus
l’expérience général
¤ Prise en compte du
¤ Classification et patient réel
hiérarchisation des
preuves ¤ Test cliniques des
interventions susceptibles
¤ Synthèse de l’information d’avoir un effet
¤ Diffusion de l’information ¤ Efficacité dans la vie
réelle
¤ Formation initiale et
continue ¤ Conditions d’adoption
¤ Traduction des résultats
en politiques de santé
37. Un effort commun et fédérateur
¤ Au niveau
¤ Disciplinaire, entre sciences de l’apprendre et de la
cognition humaine
¤ Du terrain et de la recherche
¤ International