LE NEUROSCIENZE A SCUOLA: NON UN LIBRO DI RICETTE
Barra laterale dell'articolo
Pubblicato:
Nov 29, 2022
Parole chiave:
Neuroscienze, Psicologia Cognitiva, Didattica, Apprendimento, Neuromiti, Tecnologie Didattiche, Tecnologie per l'Apprendimento
Contenuto principale dell'articolo
Abstract
Il prefisso "neuro" è molto di moda e la neuroeducazione è solo una delle tante nuove discipline che lo utilizzano. Le neuroscienze offrono un contributo inestimabile per valutare, diagnosticare e forse gestire i comportamenti patologici, compresi i disturbi dell'apprendimento nei bambini e negli adolescenti, ma finora hanno dimostrato di avere poco da offrire all'istruzione in ambito scolastico e nella vita quotidiana. Se non correttamente conosciute o comprese, le neuroscienze possono portare a una serie di discutibili pratiche didattiche. Anche considerando la disciplina che ha più da offrire, la psicologia cognitiva, il passaggio dai risultati di laboratorio alle attività scolastiche è problematico e deve sempre essere in sintonia con gli obiettivi didattici e i contesti educativi. Insegnanti ed educatori dovrebbero resistere alla tentazione di applicare i contributi teorici e sperimentali delle neuroscienze come se fossero ricette da eseguire.
Dettagli dell'articolo
Sezione
Articoli - Numero speciale
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Riferimenti bibliografici
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Ansari, D., & Coch, D. (2006). Bridges over troubled waters: education and cognitive neuroscience. Trends in Cognitive Sciences, 10(4), 146-151.
Baddeley, A.D., & Longman, D. J. A. (1978). The influence of length and frequency of training sessions on the rate of learning to type. Ergonomics, 21(8), 627-635.
Bahrick, H. P., Bahrick, L. E., Bahrick, A. S., & Bahrick, P. E. (1993). Maintenance of foreign language vocabulary and the spacing effect. Psychological Science, 4(5), 316–321.
Baker, D. P., Salinas, D., & Eslinger, P. J. (2012). An envisioned bridge: Schooling as a neurocognitive developmental institution. Developmental Cognitive Neuroscience, 2, Suppl. 1, S6-S17.
Beauchamp, C., & Beauchamp, M. H. (2013). Boundary as Bridge: An analysis of the educational neuroscience literature from a boundary perspective. Educational Psychology Review, 25, 47–67.
Betts, J., McKay, J., Maruff, P., & Anderson, V. (2006). The development of sustained attention in children: the effect of age and task load. Child Neuropsychology, 12(3), 205-221.
Bradshaw, G. L., & Anderson, J. R. (1982). Elaborative encoding as an explanation of levels of processing. Journal of Verbal Learning & Verbal Behavior, 21(2), 165–174.
Bruer, J. T. (1997). Education and the brain: A bridge too far. Educational Researcher, 26(8), 4-16.
Carpenter, S. (2020, April 30). Distributed practice or spacing effect. Oxford Research Encyclopedia of Education. Retrieved from https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-859.
Cermak, L. S., & Craik, F. I. M. (Eds.). (2014) Levels of processing in human memory. London, UK: Psychology Press.
Chaney, J.H. (1993). Alphabet books: Resources for learning. The Reading Teacher, 47, 96-104.
Coltheart, M., & McArthur, G. (2012). Neuroscience, education and educational efficacy research. In S. Della Sala & M. Anderson (Eds.) Neuroscience in education. The good, the bad and the ugly (pp. 215-221). New York, NY, US: Oxford University Press.
Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256.
Corballis, M. (1999). Are we in our right mind?. In S. Della Sala (Ed.), Mind Myths (pp. 25-42). Chichester, UK: Wiley.
Corballis, M. (2007). The dual-brain myth. In S. Della Sala (Ed.), Tall tales about the Mind and Brain (pp. 291-313). New York, NY, US: Oxford University Press.
Corballis, M. (2012). Educational double-think. In S. Della Sala & M. Anderson (Eds.), Neuroscience in education. The good, the bad and the ugly (pp. 222-229). New York, NY, USA: Oxford University Press.
Corkin, S. (2013). Permanent present tense: The unforgettable life of the amnesic patient, H. M. New York, NY, US: Basic Books.
Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning & Verbal Behavior, 11(6), 671–684. doi: 10.1016/S0022-5371(72)80001-X
Cubelli, R. (2009). Theories on mind, not on brain, are relevant for education. Cortex, 45(4), 562-564.
Dehaene, S. (2007). Les neurones de la lecture. Paris, FR: Odile Jacob.
Dehaene, S. (2011). The massive impact of literacy on the brain and its consequences for education. In A.M Battro, S. Dehaene, & W.J. Singer (Eds.) Human Neuroplasticity and Education. Scripta Varia, Vatican City, 117, 19-26.
Dehaene, S., Cohen, L., Sigman, M., & Vinckier, F. (2005). The neural code for written words: A proposal. Trends in Cognitive Neurosciences, 9, 335-341.
Donoghue, G. H. (2020). Translating neuroscience and psychology into education: Towards a conceptual model for the science of learning [PhD thesis], The University of Melbourne, Australia.
Donoghue, G. H., & Horvath, J. C. (2022). Neuroeducation: A brief history of an emerging science. In S. Della Sala (Ed.), Encyclopedia of Behavioral Neuroscience, 2nd edition (pp. 632-637). Amsterdam, NL: Elsevier.
Dougherty, M.R., & Robey, A. (2018). Neuroscience and education: A bridge astray? Current Directions in Psychological Science, 27(6), 401-406.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising direction from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58
Gates, A. I. (1917). Recitation as a factor in memorizing. New York, NY, US: Columbia University.
Godden, D. R., & Baddeley, A. D. (1975). Context-dependent memory in two natural environments: On land and underwater. British Journal of Psychology, 66(3), 325–331.
Goswami, U. (2006). Neuroscience and education: From research to practice?. Nature Reviews Neuroscience, 7, 406–413.
Goswami, U. (2011). What cognitive neuroscience really tells educators about learning and development. In J. Moyles J. Paylor & J. Georgeson (Eds.), Beginning Teaching, Beginning Learning (4th ed., pp. 21-31). Maidenhead, UK: Open University Press.
Hostetter, A. B., Penix, E. A., Norman, M. Z., Batsell, W. R., & Carr, T. H. (2019). The role of retrieval practice in memory and analogical problem-solving. Quarterly Journal of Experimental Psychology, 72, 858-871.
Howard-Jones, P. (2014). Neuroscience and education: myths and messages. Nature Reviews Neuroscience, 15, 817–824.
Hughes, B., Sullivan, K. A., & Gilmore, L. (2020). Why do teachers believe educational neuromyths? Trends in Neuroscience and Education, 21, doi: 10.1016/j.tine.2020.100145
Karpicke J. D., & Bauernschmidt, A. (2011). Spaced retrieval: Absolute spacing enhances learning regardless of relative spacing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(5), 1250-1257.
Legrenzi, P., & Umiltà, C. (2011). Neuromania. Oxford, UK: OUP.
Logie, R. H. L., & Della Sala, S. (2010). Brain training in schools, where is the evidence? British Journal of Educational Technology, 41(6), 127-128.
Leysen, J. (2021). Confusions that make us think? An invitation for public attention to conceptual confusion on the neuroscience-education bridge. Educational Philosophy and Theory, 53, 1464-1476.
McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19, 494–513.
Morris C. D., Bransford J. D., & Franks, J. J. (1977). Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 16, 519-533.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: concepts and evidence. Psychological Science in the Public Interest, 9, 105–119. doi: 10.1111/j.1539-6053.2009.010
Pishdadian, S., & Rosenbaum, R. S. (2022). Memory and amnesia. In S. Della Sala (Ed.), Encyclopedia of Behavioral Neuroscience, 2nd edition (pp. 413-424), Amsterdam, NL: Elsevier.
Rickard, T. C., & Pan, S. C. (2018). A dual memory theory of the testing effect. Psychonomic Bulletin & Review, 25, 847–869.
Ritchie, S. J., Chudler, E. H., & Della Sala, S. (2012). Don’t try this at school: the attraction of ‘alternative’ educational techniques. In S. Della Sala & M. Anderson, (Eds.), Neuroscience in Education: the good, the bad and the ugly (pp. 244-264). New York, NY, US: Oxford University Press.
Roediger, H.L., III, & Karpicke, J.D. (2006). Test-enhanced learning: taking memory tests improves long-term retention. Psychological Science, 17, 249–255.
Roediger, H. L., Agarwal, P. K., McDaniel, M. A., & McDermott, K. B. (2011). Test-enhanced learning in the classroom: Long-term improvements from quizzing. Journal of Experimental Psychology, Applied, 11, 382-395.
Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2020). Providing instruction based on students' learning style preferences does not improve learning. Frontiers in Psychology, 11(164). doi: 10.3389/fpsyg.2020.00164
Rossignoli-Palomeque, T., Perez-Hernandez, E., & González-Marqués, J. (2018). Brain training in children and adolescents: Is it scientifically valid? Frontiers in Psychology, 9. doi: 10.3389/fpsyg.2018.00565
Rowland, C. A. (2014). The effect of testing versus restudy on retention: A meta-analytic review of the testing effect. Psychological Bulletin, 140(6), 1432-1463.
Sigman, M., Peña, M., Goldin, A. P., & Ribeiro, S. (2014). Neuroscience and education: prime time to build the bridge. Nature Neuroscience, 17, 497–502.
Smith, S. M. (1979). Remembering in and out of context. Journal of Experimental Psychology: Human Learning and Memory, 5, 460-471.
Smith, S. M. (1988). Environmental context—dependent memory. In G. M. Davies & D. M. Thomson (Eds.), Memory in context: Context in memory (pp. 13–34). Chichester, UK: John Wiley & Sons.
Torrijos-Muelas, M., González-Víllora, S., & Bodoque-Osma, A. R. (2021). The persistence of neuromyths in the educational settings: A systematic review. Frontiers in Psychology, 11. doi: 10.3389/fpsyg.2020.591923
Tulving, E. (1972). Episodic and semantic memory. In E. Tulving & W. Donaldson (Eds.), Organization of memory (pp 381-403). New York, NY, US: Academic Press.
Tulving, E., & Thomson, D. M. (1973). Encoding specificity and retrieval processes in episodic memory. Psychological Review, 80, 352-373.
Turkeltaub, P., Gareau, L., Flowers, D., Zeffiro, T. A., & Eden, G. F. (2003). Development of neural mechanisms for reading. Nature Neuroscience, 6, 767–773.
Yoncheva, Y. N., Blau, V. C., Maurer, U., & McCandliss, B. D. (2010). Attentional focus during learning impacts N170 ERP responses to an artificial script. Developmental Neuropsychology, 35(4), 423–445.
Willis, J. (2008). Building a bridge from neuroscience to the classroom. Phi Delta Kappan, 89(6), 424-427.
Anderson, M., & Della Sala, S. (2012). Neuroscience in education: an (opinionated) introduction. In Della Sala, S. & Anderson, M. (Eds.), Neuroscience in Education: The good, the bad and the ugly, (pp. 3-12). Oxford, UK: Oxford University Press. doi: 10.1093/acprof:oso/9780199600496.001.0001
Ansari, D., & Coch, D. (2006). Bridges over troubled waters: education and cognitive neuroscience. Trends in Cognitive Sciences, 10(4), 146-151.
Baddeley, A.D., & Longman, D. J. A. (1978). The influence of length and frequency of training sessions on the rate of learning to type. Ergonomics, 21(8), 627-635.
Bahrick, H. P., Bahrick, L. E., Bahrick, A. S., & Bahrick, P. E. (1993). Maintenance of foreign language vocabulary and the spacing effect. Psychological Science, 4(5), 316–321.
Baker, D. P., Salinas, D., & Eslinger, P. J. (2012). An envisioned bridge: Schooling as a neurocognitive developmental institution. Developmental Cognitive Neuroscience, 2, Suppl. 1, S6-S17.
Beauchamp, C., & Beauchamp, M. H. (2013). Boundary as Bridge: An analysis of the educational neuroscience literature from a boundary perspective. Educational Psychology Review, 25, 47–67.
Betts, J., McKay, J., Maruff, P., & Anderson, V. (2006). The development of sustained attention in children: the effect of age and task load. Child Neuropsychology, 12(3), 205-221.
Bradshaw, G. L., & Anderson, J. R. (1982). Elaborative encoding as an explanation of levels of processing. Journal of Verbal Learning & Verbal Behavior, 21(2), 165–174.
Bruer, J. T. (1997). Education and the brain: A bridge too far. Educational Researcher, 26(8), 4-16.
Carpenter, S. (2020, April 30). Distributed practice or spacing effect. Oxford Research Encyclopedia of Education. Retrieved from https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-859.
Cermak, L. S., & Craik, F. I. M. (Eds.). (2014) Levels of processing in human memory. London, UK: Psychology Press.
Chaney, J.H. (1993). Alphabet books: Resources for learning. The Reading Teacher, 47, 96-104.
Coltheart, M., & McArthur, G. (2012). Neuroscience, education and educational efficacy research. In S. Della Sala & M. Anderson (Eds.) Neuroscience in education. The good, the bad and the ugly (pp. 215-221). New York, NY, US: Oxford University Press.
Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256.
Corballis, M. (1999). Are we in our right mind?. In S. Della Sala (Ed.), Mind Myths (pp. 25-42). Chichester, UK: Wiley.
Corballis, M. (2007). The dual-brain myth. In S. Della Sala (Ed.), Tall tales about the Mind and Brain (pp. 291-313). New York, NY, US: Oxford University Press.
Corballis, M. (2012). Educational double-think. In S. Della Sala & M. Anderson (Eds.), Neuroscience in education. The good, the bad and the ugly (pp. 222-229). New York, NY, USA: Oxford University Press.
Corkin, S. (2013). Permanent present tense: The unforgettable life of the amnesic patient, H. M. New York, NY, US: Basic Books.
Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning & Verbal Behavior, 11(6), 671–684. doi: 10.1016/S0022-5371(72)80001-X
Cubelli, R. (2009). Theories on mind, not on brain, are relevant for education. Cortex, 45(4), 562-564.
Dehaene, S. (2007). Les neurones de la lecture. Paris, FR: Odile Jacob.
Dehaene, S. (2011). The massive impact of literacy on the brain and its consequences for education. In A.M Battro, S. Dehaene, & W.J. Singer (Eds.) Human Neuroplasticity and Education. Scripta Varia, Vatican City, 117, 19-26.
Dehaene, S., Cohen, L., Sigman, M., & Vinckier, F. (2005). The neural code for written words: A proposal. Trends in Cognitive Neurosciences, 9, 335-341.
Donoghue, G. H. (2020). Translating neuroscience and psychology into education: Towards a conceptual model for the science of learning [PhD thesis], The University of Melbourne, Australia.
Donoghue, G. H., & Horvath, J. C. (2022). Neuroeducation: A brief history of an emerging science. In S. Della Sala (Ed.), Encyclopedia of Behavioral Neuroscience, 2nd edition (pp. 632-637). Amsterdam, NL: Elsevier.
Dougherty, M.R., & Robey, A. (2018). Neuroscience and education: A bridge astray? Current Directions in Psychological Science, 27(6), 401-406.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising direction from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58
Gates, A. I. (1917). Recitation as a factor in memorizing. New York, NY, US: Columbia University.
Godden, D. R., & Baddeley, A. D. (1975). Context-dependent memory in two natural environments: On land and underwater. British Journal of Psychology, 66(3), 325–331.
Goswami, U. (2006). Neuroscience and education: From research to practice?. Nature Reviews Neuroscience, 7, 406–413.
Goswami, U. (2011). What cognitive neuroscience really tells educators about learning and development. In J. Moyles J. Paylor & J. Georgeson (Eds.), Beginning Teaching, Beginning Learning (4th ed., pp. 21-31). Maidenhead, UK: Open University Press.
Hostetter, A. B., Penix, E. A., Norman, M. Z., Batsell, W. R., & Carr, T. H. (2019). The role of retrieval practice in memory and analogical problem-solving. Quarterly Journal of Experimental Psychology, 72, 858-871.
Howard-Jones, P. (2014). Neuroscience and education: myths and messages. Nature Reviews Neuroscience, 15, 817–824.
Hughes, B., Sullivan, K. A., & Gilmore, L. (2020). Why do teachers believe educational neuromyths? Trends in Neuroscience and Education, 21, doi: 10.1016/j.tine.2020.100145
Karpicke J. D., & Bauernschmidt, A. (2011). Spaced retrieval: Absolute spacing enhances learning regardless of relative spacing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(5), 1250-1257.
Legrenzi, P., & Umiltà, C. (2011). Neuromania. Oxford, UK: OUP.
Logie, R. H. L., & Della Sala, S. (2010). Brain training in schools, where is the evidence? British Journal of Educational Technology, 41(6), 127-128.
Leysen, J. (2021). Confusions that make us think? An invitation for public attention to conceptual confusion on the neuroscience-education bridge. Educational Philosophy and Theory, 53, 1464-1476.
McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19, 494–513.
Morris C. D., Bransford J. D., & Franks, J. J. (1977). Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 16, 519-533.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: concepts and evidence. Psychological Science in the Public Interest, 9, 105–119. doi: 10.1111/j.1539-6053.2009.010
Pishdadian, S., & Rosenbaum, R. S. (2022). Memory and amnesia. In S. Della Sala (Ed.), Encyclopedia of Behavioral Neuroscience, 2nd edition (pp. 413-424), Amsterdam, NL: Elsevier.
Rickard, T. C., & Pan, S. C. (2018). A dual memory theory of the testing effect. Psychonomic Bulletin & Review, 25, 847–869.
Ritchie, S. J., Chudler, E. H., & Della Sala, S. (2012). Don’t try this at school: the attraction of ‘alternative’ educational techniques. In S. Della Sala & M. Anderson, (Eds.), Neuroscience in Education: the good, the bad and the ugly (pp. 244-264). New York, NY, US: Oxford University Press.
Roediger, H.L., III, & Karpicke, J.D. (2006). Test-enhanced learning: taking memory tests improves long-term retention. Psychological Science, 17, 249–255.
Roediger, H. L., Agarwal, P. K., McDaniel, M. A., & McDermott, K. B. (2011). Test-enhanced learning in the classroom: Long-term improvements from quizzing. Journal of Experimental Psychology, Applied, 11, 382-395.
Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2020). Providing instruction based on students' learning style preferences does not improve learning. Frontiers in Psychology, 11(164). doi: 10.3389/fpsyg.2020.00164
Rossignoli-Palomeque, T., Perez-Hernandez, E., & González-Marqués, J. (2018). Brain training in children and adolescents: Is it scientifically valid? Frontiers in Psychology, 9. doi: 10.3389/fpsyg.2018.00565
Rowland, C. A. (2014). The effect of testing versus restudy on retention: A meta-analytic review of the testing effect. Psychological Bulletin, 140(6), 1432-1463.
Sigman, M., Peña, M., Goldin, A. P., & Ribeiro, S. (2014). Neuroscience and education: prime time to build the bridge. Nature Neuroscience, 17, 497–502.
Smith, S. M. (1979). Remembering in and out of context. Journal of Experimental Psychology: Human Learning and Memory, 5, 460-471.
Smith, S. M. (1988). Environmental context—dependent memory. In G. M. Davies & D. M. Thomson (Eds.), Memory in context: Context in memory (pp. 13–34). Chichester, UK: John Wiley & Sons.
Torrijos-Muelas, M., González-Víllora, S., & Bodoque-Osma, A. R. (2021). The persistence of neuromyths in the educational settings: A systematic review. Frontiers in Psychology, 11. doi: 10.3389/fpsyg.2020.591923
Tulving, E. (1972). Episodic and semantic memory. In E. Tulving & W. Donaldson (Eds.), Organization of memory (pp 381-403). New York, NY, US: Academic Press.
Tulving, E., & Thomson, D. M. (1973). Encoding specificity and retrieval processes in episodic memory. Psychological Review, 80, 352-373.
Turkeltaub, P., Gareau, L., Flowers, D., Zeffiro, T. A., & Eden, G. F. (2003). Development of neural mechanisms for reading. Nature Neuroscience, 6, 767–773.
Yoncheva, Y. N., Blau, V. C., Maurer, U., & McCandliss, B. D. (2010). Attentional focus during learning impacts N170 ERP responses to an artificial script. Developmental Neuropsychology, 35(4), 423–445.
Willis, J. (2008). Building a bridge from neuroscience to the classroom. Phi Delta Kappan, 89(6), 424-427.