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070NLEDM1	Neurosciences and Learning in Education
	Faculté des sciences de l'éducation 3 crédits The course “Neuroscience and Learning in Education” is based upon the scientific foundations that affirm the role of cognition and the underlying emotions as far as learning is concerned. The stance of the educator, as a professional, is framed by neuroscience for a better investment in the process of teaching-learning. Temps présentiel : 17.5 heures Charge de travail étudiant : 12.5 heures Méthode(s) d'évaluation : Etude de cas, Exposé oral, Travaux pratiques contrôlés Référence : Bachkirova, T., Spence, G. & Drake, D. (2016). The SAGE Handbook of coaching 55 City Road, London: SAGE Publications Ltd doi: 10.4135/9781473983861 Casile, A. (2013). Mirror neurons are class of neurons discovered by Rizzolatti and colleagues. Neuroscience Letters, 540, 1-2. doi:10.1016/j.neulet.2012.12.010 Frantz, R. (2015). Somatic marker hypothesis Ferrari, P. F., & Rizzolatti, G. (2014). Introduction: Mirror neuron research: The past and the future. Philosophical Transactions: Biological Sciences, 369(1644), 1-4. Geake, J., & Cooper, P. (2003). Cognitive neuroscience: Implications for education?Westminster Studies in Education, 26(1), 7-20. doi:10.1080/0140672030260102 Hickok, G. (2015, Winter). A curious commentary on a book on mirror neurons and other tales of scientific misses: response to Rizzolatti and Sinigaglia and to Glenberg. American Journal of Psychology, 128(4), 539+. Retrieved from https://link.galegroup.com/apps/doc/A435716053/AONEu=ndul&sid=AONE&xid=08325a59 Hinson, J. M., Jameson, T. L., & Whitney, P. (2002). Somatic markers, working memory, and decision making. Cognitive, Affective, & Behavioral Neuroscience, 2(4), 341-353. doi:10.3758/CABN.2.4.341 Howard-Jones, P. A. (2014). Neuroscience and education: Myths and messages. Nature Reviews. Neuroscience, 15(12), 817-824. doi:10.1038/nrn3817 Jensen, E. (2005). Teaching with the brain in mind (2nd, rev. and updat ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Meaney, M. J. (2010). Epigenetics and the biological definition of gene × environment interactions. Child Development, 81(1), 41-79. doi:10.1111/j.1467-8624.2009.01381.x Zadina, J. N. (2015). The emerging role of educational neuroscience in education reform.Psicología Educativa, 21(2), 71-77. doi:10.1016/j.pse.2015.08.005

070NLEDM1

Neurosciences and Learning in Education

Faculté des sciences de l'éducation 3 crédits

The course “Neuroscience and Learning in Education” is based upon the scientific foundations that affirm the role of cognition and the underlying emotions as far as learning is concerned. The stance of the educator, as a professional, is framed by neuroscience for a better investment in the process of teaching-learning.

Temps présentiel : 17.5 heures

Charge de travail étudiant : 12.5 heures

Méthode(s) d'évaluation : Etude de cas, Exposé oral, Travaux pratiques contrôlés

Référence :
Bachkirova, T., Spence, G. & Drake, D. (2016). The SAGE Handbook of coaching 55 City Road, London: SAGE Publications Ltd doi: 10.4135/9781473983861 Casile, A. (2013). Mirror neurons are class of neurons discovered by Rizzolatti and colleagues. Neuroscience Letters, 540, 1-2. doi:10.1016/j.neulet.2012.12.010 Frantz, R. (2015). Somatic marker hypothesis Ferrari, P. F., & Rizzolatti, G. (2014). Introduction: Mirror neuron research: The past and the future. Philosophical Transactions: Biological Sciences, 369(1644), 1-4. Geake, J., & Cooper, P. (2003). Cognitive neuroscience: Implications for education?Westminster Studies in Education, 26(1), 7-20. doi:10.1080/0140672030260102 Hickok, G. (2015, Winter). A curious commentary on a book on mirror neurons and other tales of scientific misses: response to Rizzolatti and Sinigaglia and to Glenberg. American Journal of Psychology, 128(4), 539+. Retrieved from https://link.galegroup.com/apps/doc/A435716053/AONEu=ndul&sid=AONE&xid=08325a59 Hinson, J. M., Jameson, T. L., & Whitney, P. (2002). Somatic markers, working memory, and decision making. Cognitive, Affective, & Behavioral Neuroscience, 2(4), 341-353. doi:10.3758/CABN.2.4.341 Howard-Jones, P. A. (2014). Neuroscience and education: Myths and messages. Nature Reviews. Neuroscience, 15(12), 817-824. doi:10.1038/nrn3817 Jensen, E. (2005). Teaching with the brain in mind (2nd, rev. and updat ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Meaney, M. J. (2010). Epigenetics and the biological definition of gene × environment interactions. Child Development, 81(1), 41-79. doi:10.1111/j.1467-8624.2009.01381.x Zadina, J. N. (2015). The emerging role of educational neuroscience in education reform.Psicología Educativa, 21(2), 71-77. doi:10.1016/j.pse.2015.08.005