{"id":13389,"date":"2024-09-23T11:00:21","date_gmt":"2024-09-23T09:00:21","guid":{"rendered":"https:\/\/sydologie.com\/?p=13389"},"modified":"2025-06-18T09:20:20","modified_gmt":"2025-06-18T07:20:20","slug":"comment-lutter-contre-les-neuromythes-et-ameliorer-les-pratiques-educatives","status":"publish","type":"post","link":"https:\/\/sydo.fr\/sydologie\/2024\/09\/comment-lutter-contre-les-neuromythes-et-ameliorer-les-pratiques-educatives\/","title":{"rendered":"Comment lutter contre les neuromythes et am\u00e9liorer les pratiques \u00e9ducatives ?"},"content":{"rendered":"

Depuis plusieurs d\u00e9cennies, les neurosciences cognitives connaissent un essor consid\u00e9rable<\/strong>, sous l\u2019impulsion notamment du d\u00e9veloppement de nouvelles technologies comme l\u2019Imagerie par R\u00e9sonance Magn\u00e9tique (IRM). Ces technologies ont r\u00e9volutionn\u00e9 notre compr\u00e9hension du cerveau en permettant de visualiser en temps r\u00e9el les structures et les activit\u00e9s c\u00e9r\u00e9brales.<\/p>\n

Ces avanc\u00e9es ont suscit\u00e9 un espoir immense dans de nombreux domaines, en particulier en \u00e9ducation<\/strong> (et quelques n\u00e9ologismes comme la neuro-\u00e9ducation). On a commenc\u00e9 \u00e0 penser que les d\u00e9couvertes sur le cerveau pourraient r\u00e9volutionner les m\u00e9thodes d’enseignement et am\u00e9liorer significativement l’apprentissage. En 1989, le pr\u00e9sident am\u00e9ricain George Bush a m\u00eame proclam\u00e9 les ann\u00e9es 1990 \u00ab\u00a0D\u00e9cennie du Cerveau\u00a0\u00bb, pla\u00e7ant les neurosciences au c\u0153ur des priorit\u00e9s nationales et incitant de nombreux pays \u00e0 suivre cet exemple.<\/p>\n

Malheureusement, cet essor s\u2019est vite transform\u00e9 en une v\u00e9ritable obsession pour certains, parfois qualifi\u00e9e de \u00ab\u00a0neuromania\u00a0\u00bb<\/strong>. Ce terme refl\u00e8te l’engouement excessif pour tout ce qui est associ\u00e9 au cerveau et \u00e0 son fonctionnement. Cette obsession s’est ainsi accompagn\u00e9e de d\u00e9rives<\/strong> : les r\u00e9sultats des recherches neuroscientifiques ont parfois \u00e9t\u00e9 mal compris ou interpr\u00e9t\u00e9s de mani\u00e8re simpliste (volontairement ou non), conduisant \u00e0 la diffusion de neuromythes.<\/p>\n

En 2002, l’Organisation de Coop\u00e9ration et de D\u00e9veloppement \u00c9conomiques (OCDE) a formellement d\u00e9fini les neuromythes comme des concepts erron\u00e9s d\u00e9coulant d’une mauvaise compr\u00e9hension, lecture ou citation de faits scientifiquement \u00e9tablis par la recherche sur le cerveau. Ces neuromythes ont trouv\u00e9 un \u00e9cho favorable non seulement parmi le grand public, mais aussi dans les milieux \u00e9ducatifs et professionnels. Ces neuromythes simplifient \u00e0 tort des concepts complexes, peuvent sembler pratiques mais sont trompeurs et s\u2019av\u00e8rent avoir des effets n\u00e9gatifs<\/strong> sur les pratiques p\u00e9dagogiques.<\/p>\n

Aujourd’hui, nous allons nous int\u00e9resser \u00e0 une \u00e9tude publi\u00e9e il y a quelques mois<\/strong> : \u201cComment passer de la diffusion des neuromythes \u00e0 l\u2019adoption de pratiques fond\u00e9es sur des donn\u00e9es probantes en \u00e9ducation ?\u201d<\/a>. Pour r\u00e9diger cet article, j\u2019ai eu la chance de m\u2019entretenir avec une des autrices de l\u2019article, Marina Tual<\/a>, chercheuse en psychologie cognitive et sp\u00e9cialiste notamment de l\u2019impl\u00e9mentation active, soit le processus consistant \u00e0 transformer les th\u00e9ories ou les recherches en actions concr\u00e8tes et efficaces – nous verrons plus tard dans l\u2019article en quoi cette sp\u00e9cialit\u00e9 n\u2019est pas anodine.<\/p>\n

Objectifs de l\u2019\u00e9tude sur les neuromythes<\/h2>\n

Au travers de cette \u00e9tude, Marina Tual et ses coll\u00e8gues Geoffrey Blondelle, Cl\u00e9ment Bailleul, Anna Schmitt et Mathieu Hainselin visent \u00e0 :<\/p>\n

– Synth\u00e9tiser les r\u00e9sultats internationaux sur les neuromythes en fran\u00e7ais<\/strong>, notamment pour pallier le manque de litt\u00e9rature francophone sur le sujet.<\/p>\n

– Identifier les facteurs de cr\u00e9ation, de diffusion et de maintien des neuromythes<\/strong> afin de comprendre pourquoi et comment ces croyances perdurent.<\/p>\n

– Proposer des solutions concr\u00e8tes pour aider les professionnels de l’\u00e9ducation<\/strong> \u00e0 adopter des pratiques bas\u00e9es sur des donn\u00e9es probantes (et non plus sur les neuromythes, comme certains semblent le faire) et ainsi lutter contre l\u2019utilisation des neuromythes et leur perp\u00e9tuation.<\/p>\n

M\u00e9thodologie de l\u2019\u00e9tude sur les neuromythes<\/h2>\n

Pour r\u00e9aliser cette synth\u00e8se, les auteurs se sont notamment bas\u00e9s sur plusieurs revues de la litt\u00e9rature r\u00e9centes<\/strong>, incluant des \u00e9tudes publi\u00e9es entre 2021 et 2023. Pour cela, ils ont utilis\u00e9 des mots cl\u00e9s tels que \u00ab enseignants \u00bb, \u00ab futurs enseignants \u00bb et \u00ab neuromythes \u00bb afin d\u2019identifier les articles pertinents dans diverses bases de donn\u00e9es.<\/p>\n

Les enseignants, une cat\u00e9gorie perm\u00e9able aux neuromythes ?<\/h2>\n

Les \u00e9tudes montrent que les neuromythes sont largement r\u00e9pandus parmi les enseignants<\/strong> (comme un premier article de Sydologie ciblant le Luxembourg l’avait d\u00e9montr\u00e9<\/a>), qu’ils soient en formation ou d\u00e9j\u00e0 en poste. Parmi ceux-ci, le neuromythe le plus pr\u00e9valent est celui des styles d’apprentissage<\/strong>, qui stipule que les \u00e9l\u00e8ves apprennent mieux lorsqu’on leur pr\u00e9sente l’information selon leur modalit\u00e9 pr\u00e9f\u00e9r\u00e9e (visuelle, auditive, kinesth\u00e9sique, etc.).<\/p>\n

Cependant, il existe d’autres croyances erron\u00e9es courantes<\/strong> : nous n’utiliserions que 10% de notre cerveau, ou encore des exercices de coordination pourraient am\u00e9liorer la communication entre les h\u00e9misph\u00e8res c\u00e9r\u00e9braux.<\/p>\n

Les acteurs de diffusion des neuromythes<\/h2>\n

Les principaux vecteurs de formation et de diffusion des neuromythes<\/strong> sont :<\/p>\n

– Les biais cognitifs<\/strong>, et notamment le biais de confirmation, soit notre tendance \u00e0 privil\u00e9gier les informations qui confirment nos croyances.<\/p>\n

– Une mauvaise compr\u00e9hension par le public<\/strong>, du fait notamment d\u2019une barri\u00e8re linguistique et conceptuelle entre la terminologie neuroscientifique et son interpr\u00e9tation par les non-sp\u00e9cialistes.<\/p>\n

– L\u2019extrapolation et le d\u00e9tournement de connaissances<\/strong>, d\u00fbs \u00e0 l\u2019utilisation abusive ou simpliste de concepts neuroscientifiques pour justifier des pratiques non fond\u00e9es.<\/p>\n

– Les m\u00e9dias<\/strong> (notamment r\u00e9put\u00e9s comme \u201cs\u00e9rieux\u201d) et les r\u00e9seaux sociaux<\/strong>, qui propagent des informations erron\u00e9es \u00e0 large \u00e9chelle.<\/p>\n

– La commercialisation des neurosciences<\/strong>, via des produits \u201c\u00e9ducatifs\u201d bas\u00e9s sur des neuromythes.<\/p>\n

– La recherche de solutions rapides<\/strong>, due \u00e0 un r\u00e9flexe humain qui attend naturellement des solutions simples et imm\u00e9diates pour des probl\u00e8mes complexes.<\/p>\n

Les solutions propos\u00e9es<\/h2>\n

Comment lutter contre la diffusion et le maintien des neuromythes<\/strong>, notamment dans le domaine \u00e9ducatif et chez les professeurs ?<\/p>\n

Plusieurs pistes sont explor\u00e9es dans l\u2019\u00e9tude (pistes qui ne sont pas exclusives mais compl\u00e9mentaires).<\/p>\n

– La r\u00e9futation explicite<\/strong> : pr\u00e9senter les neuromythes puis les r\u00e9futer avec des explications claires et des preuves visuelles (par exemple, des images IRM).<\/p>\n

– L\u2019apport de connaissances scientifiques<\/strong> : diffuser des connaissances valid\u00e9es sur le cerveau, en veillant \u00e0 la qualit\u00e9 des sources d\u2019information.<\/p>\n

– La vulgarisation scientifique par les chercheurs<\/strong> : encourager les scientifiques \u00e0 communiquer directement leurs recherches via des outils p\u00e9dagogiques, des blogs, des sites internet et des conf\u00e9rences.<\/p>\n

– La formation interdisciplinaire<\/strong> : promouvoir la collaboration entre neuroscientifiques, \u00e9ducateurs et autres professionnels pour concevoir des pratiques p\u00e9dagogiques fond\u00e9es sur des donn\u00e9es probantes.<\/p>\n

Conclusion<\/h2>\n

Pour r\u00e9duire l’adh\u00e9sion aux neuromythes et am\u00e9liorer les pratiques p\u00e9dagogiques, il est crucial de renforcer la formation en neurosciences et d\u2019encourager la diffusion de connaissances scientifiques<\/strong> rigoureuses. La collaboration interdisciplinaire (neuroscientifiques\/professeurs) et les efforts de vulgarisation<\/strong> par les chercheurs sont \u00e9galement essentiels.<\/p>\n

En effet, diffuser des connaissances ne suffit pas : il faut une impl\u00e9mentation active<\/strong> pour que les pratiques \u00e9ducatives \u00e9voluent r\u00e9ellement. Les recherches futures devraient notamment se concentrer sur l\u2019\u00e9valuation de l\u2019impact de ces initiatives sur les pratiques \u00e9ducatives.<\/p>\n

En conclusion, pour que la recherche en neurosciences impacte positivement les pratiques \u00e9ducatives, une strat\u00e9gie d\u2019impl\u00e9mentation active est n\u00e9cessaire, combinant formation, collaboration interdisciplinaire et vulgarisation scientifique.<\/strong><\/p>\n

Vous pouvez retrouver l\u2019\u00e9tude ici : https:\/\/www.sciencedirect.com\/science\/article\/abs\/pii\/S0033298424000207<\/a><\/p>\n

Les sciences cognitives et le fonctionnement du cerveau vous int\u00e9ressent ? Venez d\u00e9couvrir les formations d\u00e9livr\u00e9es par Sydo sur le sujet en cliquant ici<\/a><\/strong> <\/p>\n","protected":false},"excerpt":{"rendered":"Depuis plusieurs d\u00e9cennies, les neurosciences cognitives connaissent un essor consid\u00e9rable, sous l\u2019impulsion notamment du d\u00e9veloppement de nouvelles technologies comme l\u2019Imagerie par R\u00e9sonance Magn\u00e9tique (IRM). Ces technologies ont r\u00e9volutionn\u00e9 notre compr\u00e9hension du cerveau en permettant de visualiser en temps r\u00e9el les structures et les activit\u00e9s c\u00e9r\u00e9brales. Ces avanc\u00e9es ont suscit\u00e9 un espoir immense dans de nombreux… Voir l’article<\/a>","protected":false},"author":41,"featured_media":13391,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"rop_custom_images_group":[],"rop_custom_messages_group":[],"rop_publish_now":"initial","rop_publish_now_accounts":[],"rop_publish_now_history":[],"rop_publish_now_status":"pending","_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[2],"tags":[173,405,1673,813],"class_list":["post-13389","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-le-mag","tag-cerveau","tag-enseignants","tag-neuromythe","tag-neuromythes"],"yoast_head":"\nNeuromythes et am\u00e9lioration des pratiques \u00e9ducatives<\/title>\n<meta name=\"description\" content=\"Les neuromythes sont-ils r\u00e9pandus dans la communaut\u00e9 \u00e9ducative ? 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