Study programme 2022-2023 | Français | ||
Psychologie des apprentissages scolaires et neuroéducation | |||
Programme component of Bachelor's in Psychology and Education: General (MONS) (day schedule) à la Faculty of Psychology and Education |
Code | Type | Head of UE | Department’s contact details | Teacher(s) |
---|---|---|---|---|
UP-B3-BAGENE-024-M | Optional UE | DUROISIN Natacha | B101 - Service Education et Sciences de lapprentissage |
|
Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
---|---|---|---|---|---|---|---|---|---|
| Français | 30 | 0 | 0 | 0 | 0 | 4 | 4.00 | 1st term |
AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
---|---|---|---|---|---|---|---|---|
F-SFEN-001 | neuroeducation | 15 | 0 | 0 | 0 | 0 | Q1 | 50.00% |
F-SFEN-002 | Psychology of learning situations | 15 | 0 | 0 | 0 | 0 | Q1 | 50.00% |
Programme component |
---|
Objectives of Programme's Learning Outcomes
Learning Outcomes of UE
At the end of this course, students will be able to:
- characterize the issues related to the psychology of learning and neuroeducation;
- rely on the most up-to-date knowledge in the psychology of school learning in order to best guide students in their learning;
- describe and take a critical and documented look at the main cognitive and neurocognitive mechanisms involved in school learning;
- compare, implement and evaluate certain cognitive mechanisms in specific school tasks and take a reflective look at these practices;
- know the effects of learning and teaching on the brain;
- understand the pedagogical implications of this knowledge on the brain;
- judge the relevance of certain writings or certain practices implemented in the field;
- identify and distinguish neuromyths in order to highlight the erroneous elements they contain.
UE Content: description and pedagogical relevance
Psychology of school learning, developmental psychology, cognitive psychology, neuroeducation, neurocognitive mechanisms, executive functions, school learning, reading (deciphering and comprehension), spelling, textual production, graphic production, calculation, arithmetic and algebraic symbolization, reasoning, problem solving , flexibility, planning, inhibition, working memory, transfer, motivation, differentiation of learning
Prior Experience
Not applicable
Type of Teaching Activity/Activities
AA | Type of Teaching Activity/Activities |
---|---|
F-SFEN-001 |
|
F-SFEN-002 |
|
Mode of delivery
AA | Mode of delivery |
---|---|
F-SFEN-001 |
|
F-SFEN-002 |
|
Required Learning Resources/Tools
AA | Required Learning Resources/Tools |
---|---|
F-SFEN-001 | Course material available on Moodle |
F-SFEN-002 | Support de cours |
Recommended Learning Resources/Tools
AA | Recommended Learning Resources/Tools |
---|---|
F-SFEN-001 | Blanchette Sarrasin, J., Brault Foisy, L.-M., Auclair, A., Riopel, M., & Masson, S. (2020). Guidelines for conducting a pre-post intervention study with preschool children using fMRI: The rationale behind the methodological choices of a research project on reading acquisition. Neuroeducation, 6(1), 24-36. Borst, G., Cachia, A., Tissier, C., Ahr, E., Simon, G., & Houdé, O. (2016). Early cerebral constraints on reading skills of school-age children: An MRI study. Mind, Brain & Education, 10, 47-54. Masson, S. & Borst, G. (2018). Méthodes de recherche en neuroéducation. Québec : PUQ. Masson, S. (2020). Activer ses neurones : pour mieux apprendre et enseigner. Paris : Éditions Odile Jacob. |
F-SFEN-002 | Brown, P., Roediger, H., McDaniel M. (2016). Mets-toi ça dans la tête ! Les stratégies d'apprentissage à la lumière des sciences cognitives. Genève : Editions Markus Haller. Crahay, M., Dutrevis, M. (2012). Psychologie des apprentissages scolaires. Bruxelles : De Boeck. Ferrand, L., Lété, B. & Thevenot, C. (2018). Psychologie cognitive des apprentissages scolaires: Apprendre à lire, écrire, compter. Paris: Dunod. Rossi, S., Vidal, J., Létang, M., Houdé, O., & Borst, G. (2019). Adolescents and adults need inhibitory control to compare fractions. Journal of Numerical Cognition, 5, 314-336. |
Other Recommended Reading
AA | Other Recommended Reading |
---|---|
F-SFEN-001 | Not applicable |
F-SFEN-002 | Not applicable |
Grade Deferrals of AAs from one year to the next
AA | Grade Deferrals of AAs from one year to the next |
---|---|
F-SFEN-001 | Authorized |
F-SFEN-002 | Authorized |
Term 1 Assessment - type
AA | Type(s) and mode(s) of Q1 assessment |
---|---|
F-SFEN-001 |
|
F-SFEN-002 |
|
Term 1 Assessment - comments
AA | Term 1 Assessment - comments |
---|---|
F-SFEN-001 | Written test (MCQ) |
F-SFEN-002 | Epreuve écrite (QCM) |
Resit Assessment - Term 1 (B1BA1) - type
AA | Type(s) and mode(s) of Q1 resit assessment (BAB1) |
---|---|
F-SFEN-001 |
|
F-SFEN-002 |
|
Term 3 Assessment - type
AA | Type(s) and mode(s) of Q3 assessment |
---|---|
F-SFEN-001 |
|
F-SFEN-002 |
|
Term 3 Assessment - comments
AA | Term 3 Assessment - comments |
---|---|
F-SFEN-001 | Written test (MCQ) |
F-SFEN-002 | Written test (MCQ) |