Apport des neurosciences en éducation. Un outil nécessaire et incontournable pour un enseignement-apprentissage réussi

This communication is part of the literature review for our doctoral research. In recent years, neuroscience has disrupted many fields by challenging our understanding of the biological, medical, psychological, and cognitive aspects of intelligence. However, teachers’ concerns often seem far removed from the research conducted in laboratories, even though the functioning of the central nervous system is—quite obviously—directly involved in teaching and learning processes.

Educators’ knowledge in this area appears to be limited, raising a legitimate question about this strange paradox: teachers work with a tool—the intelligence of their learners—whose functioning they know very little about. Yet, research in cognitive psychopedagogy has made remarkable progress, enabling us to apply teaching and learning approaches that are informed by a better understanding of intelligence and how it works, as well as of emotions and how they can be managed.

The goal is not to turn you into specialists in the molecular functioning of the nervous system, but rather to raise awareness and awaken curiosity about how the brain works: how information is processed, and the cognitive and metacognitive processes involved in reasoning, memory, and understanding during educational activities. It is about integrating insights from neuroscience as a scientific tool into our profession as educators and teachers.