Œuvrer en neurodidactique de la production d’écrits
Faced with a growing number of pupils having a lot of difficulties in producing written work, we decided, with three primary school colleagues, to conduct a collaborative action-research which led to the creation of a module in « neurodidactics in written work ». In a collaborative, metacognitive pr...
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| Format: | Article |
| Language: | fra |
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Presses universitaires de la Méditerranée
2018-09-01
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| Series: | Éducation et Socialisation |
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| Online Access: | https://journals.openedition.org/edso/4511 |
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| author | Jocelyn REULIER |
| author_facet | Jocelyn REULIER |
| author_sort | Jocelyn REULIER |
| collection | DOAJ |
| description | Faced with a growing number of pupils having a lot of difficulties in producing written work, we decided, with three primary school colleagues, to conduct a collaborative action-research which led to the creation of a module in « neurodidactics in written work ». In a collaborative, metacognitive process, our hundred pupils, acting as co-searchers, have been thinking about certain topics such as cerebral plasticity, intelligence and the role of memory, in the context of the production of written work. They have been deep inside their brains, they have built up their own metacognitive tools, in order to learn how to regulate themselves and how to regulate one another, while doing their written work. The effects of this module on the production of written work have been measured both quantitatively and qualitatively, and they have reflected the importance of learning how to regulate oneself on an affective and cognitive level. In so doing, the pupils have been able to get to know themselves better, and they have grown in maturity, in autonomy and humanity, becoming « co-adventurers of their brains », specially when they have to write essays based on imagination. Therefore, this article aims at presenting this study, examining the issues, the challenges, the precautions to take into account in such a research. It ends with the importance of considering student support not only on an intellectual level but on a social, affective level too, as well as in terms of relation. |
| format | Article |
| id | doaj-art-add6e1afa48448e492778f2111b49c89 |
| institution | Kabale University |
| issn | 2271-6092 |
| language | fra |
| publishDate | 2018-09-01 |
| publisher | Presses universitaires de la Méditerranée |
| record_format | Article |
| series | Éducation et Socialisation |
| spelling | doaj-art-add6e1afa48448e492778f2111b49c892025-01-30T13:39:16ZfraPresses universitaires de la MéditerranéeÉducation et Socialisation2271-60922018-09-014910.4000/edso.4511Œuvrer en neurodidactique de la production d’écritsJocelyn REULIERFaced with a growing number of pupils having a lot of difficulties in producing written work, we decided, with three primary school colleagues, to conduct a collaborative action-research which led to the creation of a module in « neurodidactics in written work ». In a collaborative, metacognitive process, our hundred pupils, acting as co-searchers, have been thinking about certain topics such as cerebral plasticity, intelligence and the role of memory, in the context of the production of written work. They have been deep inside their brains, they have built up their own metacognitive tools, in order to learn how to regulate themselves and how to regulate one another, while doing their written work. The effects of this module on the production of written work have been measured both quantitatively and qualitatively, and they have reflected the importance of learning how to regulate oneself on an affective and cognitive level. In so doing, the pupils have been able to get to know themselves better, and they have grown in maturity, in autonomy and humanity, becoming « co-adventurers of their brains », specially when they have to write essays based on imagination. Therefore, this article aims at presenting this study, examining the issues, the challenges, the precautions to take into account in such a research. It ends with the importance of considering student support not only on an intellectual level but on a social, affective level too, as well as in terms of relation.https://journals.openedition.org/edso/4511Neurodidacticwriting productionsexecutive functionsco-researchers |
| spellingShingle | Jocelyn REULIER Œuvrer en neurodidactique de la production d’écrits Éducation et Socialisation Neurodidactic writing productions executive functions co-researchers |
| title | Œuvrer en neurodidactique de la production d’écrits |
| title_full | Œuvrer en neurodidactique de la production d’écrits |
| title_fullStr | Œuvrer en neurodidactique de la production d’écrits |
| title_full_unstemmed | Œuvrer en neurodidactique de la production d’écrits |
| title_short | Œuvrer en neurodidactique de la production d’écrits |
| title_sort | oeuvrer en neurodidactique de la production d ecrits |
| topic | Neurodidactic writing productions executive functions co-researchers |
| url | https://journals.openedition.org/edso/4511 |
| work_keys_str_mv | AT jocelynreulier œuvrerenneurodidactiquedelaproductiondecrits |