Interdisciplinary Laboratory for Research in Education (LIRE) EA 7483, Higher School of Teaching and Education (ESPE), University of New Caledonia, 125 Ave James Cook, Noumea, New Caledonia.
Interdisciplinary Laboratory for Research in Education (LIRE) EA 7483, Higher School of Teaching and Education (ESPE), University of New Caledonia, 125 Ave James Cook, Noumea, New Caledonia.
Trends Neurosci Educ. 2020 Mar;18:100125. doi: 10.1016/j.tine.2020.100125. Epub 2020 Jan 9.
Contributions from the cognitive neurosciences encourage the development of innovative tools in learning. Through an innovative intervention program called NeuroStratE, we conducted a study to analyze the impact of brain knowledge, with metacognitive approach, on the academic performance of students. This analysis concerns a cohort of 311 students aged 16. Students' school results were collected over one year and compared with those of a control group. These results are qualitatively refined with student feedback on the value of the intervention program, along with individual teacher interviews. This study showed no significant difference in school results between the two groups of students. However, the study shows the relevance of the program and students acquired knowledge about the brain's functioning. Moreover, this intervention highlights the evidence of the emergence in students of greater autonomy and better self-knowledge, both contributing to a feeling of self-efficacy, which is at the core of educational success.
认知神经科学的贡献鼓励了学习中创新工具的发展。通过一个名为 NeuroStratE 的创新干预计划，我们进行了一项研究，分析了脑知识（采用元认知方法）对学生学业成绩的影响。该分析涉及了 311 名 16 岁学生的队列。学生的学校成绩在一年内被收集，并与对照组的成绩进行比较。这些结果结合学生对干预计划价值的反馈以及个别教师的访谈进行了定性细化。研究结果表明，两组学生的学校成绩没有显著差异。然而，研究表明该计划具有相关性，学生获得了关于大脑功能的知识。此外，该干预措施突显了学生出现更大自主性和更好自我认识的证据，这两者都有助于产生自我效能感，这是教育成功的核心。
