| Les deux révisions précédentes Révision précédente Prochaine révision | Révision précédente Prochaine révisionLes deux révisions suivantes |
| teaching:psychologie_de_l_education [2021/12/22 08:34] – [Psychologie de l'éducation] villersd | teaching:psychologie_de_l_education [2022/01/25 10:08] – villersd |
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| * [[kirschner-how_learning_happens|Paul A. Kirschner, Carl Hendrick : How Learning Happens - Seminal Works in Educational Psychology and What They Mean in Practice]] Routledge (2020) | * [[kirschner-how_learning_happens|Paul A. Kirschner, Carl Hendrick : How Learning Happens - Seminal Works in Educational Psychology and What They Mean in Practice]] Routledge (2020) |
| * meta-cognition... (ou une thématique spécifique de neuro-éducation...) | * meta-cognition... (ou une thématique spécifique de neuro-éducation...) |
| * référence au MOOC [[https://www.fun-mooc.fr/fr/cours/la-psychologie-pour-les-enseignants/|La psychologie pour les enseignants]] Franck Ramus, Joëlle Proust et Jean-François Parmentier, 2021 (L'Université PSL (Paris Sciences & Lettres, ENS Ulm, réseu CANOPÉ). Plan du cours : | |
| | * référence au **MOOC [[https://www.fun-mooc.fr/fr/cours/la-psychologie-pour-les-enseignants/|La psychologie pour les enseignants]] Franck Ramus, Joëlle Proust et Jean-François Parmentier, 2021** (L'Université PSL (Paris Sciences & Lettres, ENS Ulm, réseu CANOPÉ). Plan du cours : |
| * Semaine 1: L'importance scolaire de la mémoire, et les règles fondamentales de la mémorisation. | * Semaine 1: L'importance scolaire de la mémoire, et les règles fondamentales de la mémorisation. |
| * Semaine 2: Comment favoriser l'encodage, la compréhension, et la rétention sur le long-terme. | * Semaine 2: Comment favoriser l'encodage, la compréhension, et la rétention sur le long-terme. |
| * [[https://www.innovation-pedagogique.fr/article6516.html|5 activités pédagogiques pour promouvoir un apprentissage en profondeur]] 26 février 2020 par Jean-François Parmentier | * [[https://www.innovation-pedagogique.fr/article6516.html|5 activités pédagogiques pour promouvoir un apprentissage en profondeur]] 26 février 2020 par Jean-François Parmentier |
| * infographie dérivée : [[https://twitter.com/Leblogducancre/status/1473367207661162497]] | * infographie dérivée : [[https://twitter.com/Leblogducancre/status/1473367207661162497]] |
| | * [[https://twitter.com/FranckRamus/status/1473939598715887632]] |
| | * [[https://scilogs.fr/ramus-meninges/faut-il-oui-ou-non-recompenser-les-eleves/|Faut-il – oui ou non – récompenser les élèves ?]] 28.12.2021, Franck Ramus |
| | * [[https://twitter.com/FranckRamus/status/1475744099458338825]] |
| | * [[https://scilogs.fr/ramus-meninges/quelles-causes-du-comportement-des-eleves-sont-les-plus-pertinentes-pour-les-enseignants/|Quelles causes du comportement des élèves sont les plus pertinentes pour les enseignants ?]] 29.12.2021, Franck Ramus |
| | * [[https://twitter.com/FranckRamus/status/1476139212940496899]] |
| | * [[https://docs.google.com/document/d/106pVBmsDyFTmtzvv6wedvPjfJBVMM-g4mwvJ4zwDd1g/edit|Ressources externes utiles mentionnées au cours du MOOC, ainsi que les contributions de certains participants (résumés, skechnotes et cartes mentales)]] |
| | * Licence du MOOC : CC-BY-NC-SA |
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| * lien vers l'article original : [[https://www.tandfonline.com/doi/abs/10.1080/00461520.2013.804395]] | * lien vers l'article original : [[https://www.tandfonline.com/doi/abs/10.1080/00461520.2013.804395]] |
| * autres liens : [[http://ocw.metu.edu.tr/pluginfile.php/3298/course/section/1174/Do%20Learners%20Really%20Know%20Best.pdf]], [[https://www.learnlab.org/research/wiki/images/4/4d/Kirschner-Merrienboer-2013.pdf]] | * autres liens : [[http://ocw.metu.edu.tr/pluginfile.php/3298/course/section/1174/Do%20Learners%20Really%20Know%20Best.pdf]], [[https://www.learnlab.org/research/wiki/images/4/4d/Kirschner-Merrienboer-2013.pdf]] |
| | * Réseaux sociaux : [[https://twitter.com/EdPsychJournal/status/1485596758365331457|tweet @EdPsychJournal 24/01/2022]] |
| * Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). **Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching** Educational Psychologist, 46(2), 75-86. DOI: 10.1207/s15326985ep4102_1 ⭐⭐⭐⭐ | * Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). **Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching** Educational Psychologist, 46(2), 75-86. DOI: 10.1207/s15326985ep4102_1 ⭐⭐⭐⭐ |
| * Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide “internal” guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described. (Abstract of the article) | * Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide “internal” guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described. (Abstract of the article) |