Savoirs ENS

Teacher's Orientations to learning and its influences on their Professionnal learning

vendredi 18 décembre 2015

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Descriptif

Conférence donnée par Andrea Goldin dans le cadre du colloque international organisé par le Groupe Compas, avec le soutien du Collège d’études mondiales/FMSH, de l’École normale supérieure, de l’Université Paris-Sorbonne (équipe Sciences, normes, décision) et du GDRI « Éducation et neurosciences » du CNRS.

Exposé lors de la table-ronde Technology for (better) education

Executive functions (EF) imply processes critical for purposeful, goal-directed behavior. In children, evidence derived from laboratory measures indicates that training can improve EF. For the first time, we explicitly examined this hypothesis based on real-world measures, especially of educational achievement. We developed a set of computerized brain training games (“Mate Marote”) and we investigated whether they might yield transfer on typically developing children in interventions deployed at their own schools. The games do elicit transfer of some EF, which cascades to real-world measures of school performance. More importantly, an intervention on 6-year-olds equalized academic outcomes across
children who regularly attended school and those who did not because of social and familiar circumstances.