Les neurosciences au service des apprentissages. Comportement des élèves et acquisition de connaissances

Abstract : At the start of the school year, one of us has been assigned to a vocational school taking part in an academic project linked to the thematic of neurosciences in education. We wanted to address this theme in our 2nd year master MEEF dissertation within this context. Our goal was to assess the impact of neurosciences on students’ behaviour regarding their learning, more precisely on their school performance. In order to address this issue we have collectively (i.e. the teachers in charge, Mrs Pascale, Mr Velay, Mr Bonnet and the probationer teachers) put three surveys into place : two aimed at the students and one aimed at the teachers using neurosciences in their teaching approaches. The students of some vocational schools were the experimenters, that means that the biotechnology and social & medical sciences teachers have taught them the neurosciences modules. Others students in other vocational schools were the control group, as they had not been taught through neurosciences. The students have answered the survey before and after having been taught (or not - for the control group) the different modules. The experimentation put into place could not confirm the research hypotheses, thus cannot positively answer our issue. This dissertation however highlights the different behaviours of the students, their attitudes towards learning and the way their brain works. It allows avoiding ‘neuromyths’ both from the students’ as well as from the teachers’ side.
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Master Thesis
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Marion Fuentes, Wardia Garah. Les neurosciences au service des apprentissages. Comportement des élèves et acquisition de connaissances. Education. 2018. ⟨dumas-02080873⟩

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