Résumé
The idea that results from research in cognitive neuroscience
may be used in the classroom to improve student learning seems
appealing. However, this trend faces several obstacles and has
received mixed support from experts. Teachers, who are actually
at the center of this debate, may not be equipped to critically
apprehend the enormous variety of information they are confronted
to. In this paper, I will first provide a general review of the role that
neuroscience may play in the field of education, with an emphasis
on the high prevalence of neuromyths among teachers. In a second
part, I will defend the idea that the development of rational thought
should be included in the training of pre-service teachers as a way to
help them critically examine the learning methods that can be offered
to them.
Maison d’édition
Herald Scholary Open Access
Pays d'édition
Etats-Unis
Evaluation par les pairs (peer reviewing)
oui
Volume / tome
4
La publication existe uniquement sous forme électronique
oui