L’impact de trois modules de formation aux neurosciences sur le comportement des élèves

Abstract : This experimental study was conducted among 337 high school students in their first grade of professional baccalaureate - Specialty: ASSP (Accompaniment, Care and Per-sonal Services) in 11 institutions of the Academy of Aix-Marseille in France. It aims to measure the possible impact of the training in neuroscience and more particu-larly of 3 modules : Multiple Intelligence, brain needs and motivation on student behavior compared to those without this training. The methodology includes in the test group, students of neuroscience in the 3 modules from December 2017 to March 2018 and in the control group, no specific training pro-vided to students. In order to measure an impact on student behavior, a questionnaire collecting behavioral data was completed by students in November 2017 before setting up the study and then later, in April 2018. The results of analysis of behavioral data gathered in psycho-social competencies (so-cial, cognitive and emotional skills) before and after the introduction of the methodology showed that there was no significant difference between the 2 groups : Test and Control. Training in neuroscience and more specifically the 3 modules did not seem to change the behavior of students in relation to any specific training. This could be explained by different factors such as the time factor, the neuroscience training factor versus the standardized training, the reward factor, the integration factor.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02073782
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Clélia Postel-Roiron, Stéphanie Coulon. L’impact de trois modules de formation aux neurosciences sur le comportement des élèves. Education. 2018. ⟨dumas-02073782⟩

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