L'objectif de la matinée est de dégager une liste des bonnes pratiques de laboratoire en se focalisant sur trois thèmes. Les étudiants sont répartis en 2-3 groupes de 5-6 par thème. Les groupes auront à répondre à trois questions, et préparer une présentation de 5 min maximum (1 slide powerpoint par question).
09h00-09h30 présentation de la méthode de travail
9h30-10h45 travail en groupe
recherche 30 min
discussion 15 min
synthèse 30 min
10h45-10h55: PAUSE
10h55-11h25: retour du thème 1 + discussion générale (20min +10 min )
The relationship between science and society raises many debates, nowadays. E.g., cognitive and neuroscience are expected to provide education with knowledge about cognitive and learning processes that might possibly explain why what works works (and why what doesn’t work doesn’t). In this context the blossoming of misconceptions about mind-brain functioning – named “neuromyths” - is of both theoretical and pragmatic interest.
Assignment
Myth 1. The myth of the first three years: 3 years-old children have their windows of opportunity closed; lots of stimulation must be done before because an enriched environment helps the development of the brain
Myth 2. It is possible to robustly identify learning and cognitive profiles; addressing each profile with the corresponding educational tools (e.g. visual, auditory, kinesthetic) enhances learning
Myth 3. The Mozart effect: listening at Mozart’s music makes adults, children and even fetuses smarter
Myth 4. We use only 10% of our brain
Myth 5. Languages compete; in order to learn a new language, children must master their first language
Myth 6. Right/left brain = intuition, creativity, feminine/reason, logic, masculine; the two parts can and must be equilibrated (e.g. via suitable exercises)
Each group chooses 1 myth, answers the following questions and presents them:
Q1: Find practical outcomes of the myth (commercial applications, political agendas)
Q2: Find possible, scientific grounds on which the neuromyth has grown
Q3: Find argument to counter the myth
(Q4): Why do myths exist and persist?
(Q5): Can the myth pave the way for the investigation of new, scientific questions?
Bruer, J. (1997). A Bridge Too Far, Educational Researcher, 26, 8, 4-16.
Mozart effect:
Chabris, C.F. (1999). Prelude or Requiem for the “Mozart Effect”? Nature, 400, 826-827.
Krieger, D. (2010). Mozart’s Growing Influence on Food: Can Fruit, Vegetables, and other Foods Really Benefit fro Daily Doses of Classical Music? The Japan Times
Right/Left brain:
Hyatt, K.J. (2007). Brain Gym: Building Stronger Brains or Wishful Thinking? Remedial and Special Education, 28, 2, 117-124.
Learning Styles:
Pashler, H., McDaniel, M., Rohrer, D., Bjork, R. (2009). Learning Styles: Concepts and Evidence, Psychological Science in the Public Interest, 9, 3, 105-118.
Watherhouse, L. (2006). Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review, Educational psychologist, 41, 4, 207-225.
10% myth:
Beyerstein, B. (1999). Whence cometh the myth that we use only 10% of our brain? In Della Sala, S. (1999). Mind Myths. Chichester: Wiley.
The large diffusion of scientific myths and pseudo-science makes the case for the explicit education of critical thinking. How can critical thinking be improved? When Carl Sagan was teaching critical thinking at Cornell University, he has developed a “Baloney detection kit”. The kit includes two kind of tools: tools for discerning good arguments from bad ones and tools for discerning good evidence from bad one (or no evidence at all).
Assignment After reading the “Baloney detection kit” each group applies the baloney detection kit to the myth previously analyzed.
Q1: If one does not know whether the assertions made by supporters of the myth are correct, how can she check (with the help of the kit)?
Q2: Find a new question to which the “Baloney detection kit” should and could be applied.
Q3: Define the limits (practical and/or theoretical) of the application of the kit.
References:
Sagan, C. (1996). Baloney detection kit, in: A demon-haunted world. Science as a candle in the dark. London: Hodder Headline.
Additional references:
Feynman, R. P. (1974). Cargo Cult Science. Caltech 1974 Commencement address http://calteches.library.caltech.edu/51/2/CargoCult.pdf
Schermer, M (2011). What is pseudoscience? Scientific America, 15-09 http://www.scientificamerican.com/article.cfm?id=what-is-pseudoscience
Psychologist Accused of Fraud on ‘Astonishing Scale’ (2011). Science.