Éléments pour un examen critique des études neurodidactiques : point de vue de didacticiens des sciences et ouverture vers un dialogue

Abstract : In this paper, we discuss the possibilities of an interdisciplinary dialogue between the didacticians of science and the neurodidacticians, with regard to the epistemological biases relevant to each of these fields of investigation of science learning. With this aim, we analyzed a corpus set up from recent publications and communications in neuroeducation and science neurodidactics (brain-based learning) by exposing the mobilized theoretical frames, the research questions, and the implemented methods of study. We show how the brain-based learning research can conceive the questions of learning with a normal versus pathological perspective, and we discuss the underlying concepts of the subject implied by this simplifying dichotomy. Then, we characterize three categories of studies in science neurodidactics and discuss their respective reductionisms and possible normative drifts, taking into account their specific science education contexts and stakes, as well as the place attributed to the linguistic interactions in the science learning processes.
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Journal articles
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https://hal.univ-reunion.fr/hal-01738046
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Submitted on : Tuesday, March 20, 2018 - 10:45:08 AM
Last modification on : Thursday, October 31, 2019 - 11:16:30 AM

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Claude Caussidier, Grégoire Molinatti. Éléments pour un examen critique des études neurodidactiques : point de vue de didacticiens des sciences et ouverture vers un dialogue. Éducation & Didactique, Presses Universitaires de Rennes, 2018, 12 (1), pp.59-78. ⟨10.4000/educationdidactique.2998⟩. ⟨hal-01738046⟩

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