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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
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