Full Issue / Numéro complet


Individual articles / Articles individuels

RECHERCHE EXPÉRIMENTALE EN PRÉPARATION

Du théâtre à l’amphithéâtre : pour une extension du concept d’adhésion à la neuroscience éducationnelle

Safouane M. HAMDI et Yannick BRESSAN

https://doi.org/10.24046/neuroed.20130201.1 | PAGES 1-15

Résumé

Une expérience interdisciplinaire, réalisée en 2007 à Strasbourg (France) a permis de déterminer les corrélats neuronaux et physiologiques du principe d’adhésion à une réalité fictive (théâtrale). Elle a démontré que l’adhésion à cette réalité fictionnelle est induite par une mise en scène spécifique. Une analyse phénoménologique des liens entre le théâtre et l’enseignement a permis de poser l’hypothèse que l’adhésion est également mise en œuvre en situation pédagogique et qu’elle impacte l’apprentissage. Il est en effet admis que les enseignants tentent de construire, consciemment ou non, une représentation du réel pour favoriser l’apprentissage des étudiants. Les moyens à l’œuvre relèvent donc d’une « mise en scène pédagogique ». Le présent article pose les bases théoriques de l’adhésion dans le champ pédagogique et propose un cadre expérimental ancré dans la neuroscience éducationnelle. En effet, les situations d’apprentissage étant complexes, seule une combinaison de méthodologies permet une meilleure compréhension des processus cognitifs sous-jacents. Ainsi, pour démontrer l’adhésion des étudiants au cours d’une intervention éducative, plusieurs conditions sont nécessaires: l’intention de l’enseignant véhiculée par la mise en scène pédagogique, la convergence de corrélats physiologiques et neurologiques spécifiques et la confirmation subjective des étudiants eux-mêmes. Sur cette base, deux expériences pilotes ont été conçues pour répondre aux questions suivantes: est-il possible d’induire l’adhésion des étudiants à un cours magistral ? Le concept connexe de mise en scène pédagogique améliorerait-il leur mémorisation des informations transmises ainsi que leurs résultats aux tests d’évaluation par rapport à une transmission plus classique des savoirs ?


Abstract

In this article we propose some adjustments to the models of conceptual change that belong to the “classical” tradition for the purpose of improving the efficiency of science teaching that aims at producing such “conceptual changes”. These adjustments are suggested on the basis of recent research results in neuroeducation and psychopedagogy. We first present a synthetic description of the classical tradition of conceptual change, its founding principles, and the literature that supports it, as well as pointing out some of its shortcomings. Next, we present the relevant results that call the model into question, and we propose some adjustments in the form of a three-step procedure that we believe can better produce appropriate “conceptual prevalence.” Finally, we present plausible implications of the discussed neuroeducative findings for learning in general.


Abstract

Neuroeducation aims to improve pedagogical approaches by adding neuroimaging data. Practical and technical challenges emerge when children undergo magnetic resonance imaging (MRI), thereby raising several problems. We performed a meta-analysis of functional MRI datasets that were published during 1995 to 2011 according to the type of training of 4001 typically developing children and adolescents. The meta-analysis investigated whether different types of training (standard, mock, coaching trainings) improved the success rate of functional MRI inclusion rate and decreased the exclusion rate for excessive motion. We wondered if these specific trainings have differential developmental effects. Additionally, we examined if certain factors, such as age, the type of the cognitive tasks, the sex ratio, the financial compensation, the session order with structural MRI and the duration of the functional runs would influence the functional MRI success rate (more inclusion and less exclusion). The results indicated that coaching training for all of the children is the most relevant type of training to reduce motion and include more data. The type of task also took part in the success rate for fMRI. We propose guidelines to optimize the inclusion rate of functional MRI studies with typically developing children. Finally, we offer clinical and educational implications.


Abstract

Research on learning has previously focused on changes in knowledge and behavior occurring over long periods of time, such as over a period of hours, weeks, months and years. However, there is no doubt that learning-contingent changes in knowledge and behavior are mediated by neural processes occurring at much shorter timeframes (e.g., milliseconds), including the time between a single observable behavioral event, that help determine whether learning occurs. In addition, current applied research in education requires experimentation and assessment in authentic contexts within which learning and performance take place in order to provide ecologically valid results with respect to contemporary contexts that involve social interaction. We argue that it is now time for the field of neuroeducation to relate psychophysiological and behavioral data across time scales. Globally, a better understanding of the underlying cognitive processes occurring during different components of learning. This should lead to novel learning environments, greater and more efficient interactivity between teacher and learner(s), better assessment tools leading to qualitatively and quantitatively better development of knowledge and skills in key domains such as teaching, business, health professions, engineering as well as other domains targeting human development and well-being. Along these lines, this paper presents a research program oriented towards the modeling of learning trajectories and performance at psychophysiological, cognitive and social levels. The projected research findings should allow for more significant understandings of the implication of cognitive neuroscience in education by linking results with more authentic learning and performance situations.