Educational neuroscience: Neuroethical considerations

Lalancette, H., & Campbell, S. R. (2012). Educational neuroscience: Neuroethical considerations. International Journal of Environmental & Science Education, 7(1), 37-52.

Résumé :

Research design and methods in educational neuroscience involve using neuroscientific tools such as brain image technologies to investigate cognitive functions and inform educational practices. The ethical challenges raised by research in social neuroscience have be- come the focus of neuroethics, a subdiscipline of bioethics. More specifically here, we give an overview of neuroethical issues arising from brain imaging studies and neuropharmacology in education, from neuromyths to potential stigmatization of learners, and discuss the relevance of establishing the field of educational neuroethics. We argue that by integrating ethical positions to research design and methods in educational neuroscience, it would become possible to contextualize results and the diffusion of results, which in turn insure bet- ter credibility among the wide variety of stakeholders to new knowledge emerging from educational neuroscience. 

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Using fMRI to study conceptual change: Why and how?

Masson, S., Potvin, P., Riopel, M., Brault Foisy, L.-M., & Lafortune, S. (2012). Using fMRI to study conceptual change: Why and how? International Journal of Environmental and Science Education, 7(1), 19-35.

Résumé : 

Although the use of brain imaging techniques, such as functional magnetic resonance imaging (fMRI) is increasingly common in educational research, only a few studies regarding science learning have so far taken advantage of this technology. This paper aims to facilitate the design and implementation of brain imaging studies relating to science learning by presenting the epistemological and methodological framework of an ongoing fMRI study trying to identify brain mechanisms related to conceptual change in electrical concepts. To achieve this goal, we propose a review of literature, in the first part of this paper, to explain why we choose to study conceptual change using fMRI. In the second part, we present the methodology of an ongoing study to show how brain imaging can be applied in science education research. 

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Persévérance et conflit des réseaux de mémoire en formation à distance

Breault, C. (2011). Persévérance et conflit des réseaux de mémoire en formation à distance. Distances, 13(1), 1-10.

Résumé

La non-persévérance aux études en formation à distance est un sujet d’inquiétude permanente pour les institutions au Québec. Afin de mieux comprendre la non-persévérance, de nombreuses variables ont été mises en relation avec cette problématique. Le présent article présente un modèle systémique de conflit de dominance des réseaux de mémoire. En outre, les études en neurosciences indiquent clairement que nous utilisons au moins trois réseaux de mémoire soit procédural, déclaratif et métacognitif. Ces trois réseaux sont présents dans chaque hémisphère cérébral et cette situation produit six réseaux de mémoire anatomiquement distincts. Le modèle suggère que ces réseaux fonctionnent selon 1) un principe de dominance et 2) un principe de conflit de dominance en situation d’apprentissage. Le modèle stipule qu’il y a un conflit de dominance lorsque l’activité principale d’un individu active un réseau de mémoire qui n’est pas celui requis lors de la formation. Afin d’éviter une telle situation, qui est beaucoup plus fréquente en formation à distance, il serait possible d’ajuster la conception pédagogique en développant au moins trois environnements d’apprentissage à l’intérieur d’un cours. Ces environnements sont en lien direct avec les modèles behavioriste, cognitiviste et humaniste dont chacun semble être associé à un réseau de mémoire. L’apprenant à distance pourra ainsi effectuer un meilleur arrimage entre ce réseau et celui requis lors de la formation. Une conséquence qui devrait réduire son niveau de stress et augmenter la persévérance lors de ses études. 

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Expertise in electric circuits relies on brain areas involved in inhibition

Masson, S., Potvin, P., & Riopel, M. (2011, June 4). Expertise in electric circuits relies on brain areas involved in inhibition. Paper presented at the Third Conference of the International Mind, Brain, and Education Society (IMBES), Catamaran Resort, United States, San Diego, CA.

Abstract

Students often have erroneous and persistent conceptions about electric circuits that are a real challenge for science teachers. We used fMRI to identify the brain mechanisms underlying conceptual change in electricity. To do so, we asked 12 experts (physics students who achieved a conceptual change) and 11 novices (humanities’ students who did not) to evaluate the correctness of simple electric circuits in a fMRI scan. When they evaluate electric circuits related to a common misconception (a single wire is sufficient to light a bulb), experts show greater activations than novices in many regions, including the anterior cingulate cortex, the medial frontal gyrus and regions of the prefrontal cortex. Since these brain regions are usually activated in inhibition tasks such as Stroop, Go/No-Go, Hayling and Counting Stroop, experts seem to rely primarily on inhibition networks when they evaluate these "naive circuits". This could mean that experts have not changed their naive conception and have to inhibit it to answer correctly. Consequently, our data do not support conceptual change models postulating that conceptions are transformed into something else after a conceptual change. However, our data are compatible with conceptual change models that postulate that conceptions are built with cognitive resources that still exist after a conceptual change, or with models that postulate a cohabitation of conceptions. For science teaching, it could mean that teachers should try to develop students’ capacity of inhibition rather than trying to eradicate or fundamentally transform students’ misconceptions.

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Soutenir les élèves et outiller les enseignants. Pour la neuroéducation.

Potvin, P., Riopel, M., & Masson, S. (2011). Soutenir les élèves et outiller les enseignants. Pour la neuroéducation. Argument, 13(2), 203-212.

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