Plumat, Jim

Vanhoolandt, Cedric

Vervoort, Arnaud

English

Repository of the University of Namur

RESEARCH OUTPUTS / RÉSULTATS DE RECHERCHEAuthor(s) - Auteur(s) :Publication date - Date de publication :Permanent link - Permalien :Rights / License - Licence de droit d’auteur :Bibliothèque Universitaire Moretus PlantinInstitutional Repository - Research PortalDépôt Institutionnel - Portail de la Rechercheresearchportal.unamur.beUniversity of NamurTraining in the inhibition of heuristics in physics educationVanhoolandt, Cedric; Vervoort, Arnaud; Plumat, JimPublished in:Proceedings of the IUPAP International Conference on Physics Education 2022Publication date:2022Document VersionPublisher's PDF, also known as Version of recordLink to publicationCitation for pulished version (HARVARD):Vanhoolandt, C, Vervoort, A & Plumat, J 2022, Training in the inhibition of heuristics in physics education. inProceedings of the IUPAP International Conference on Physics Education 2022: Physics Education : Preparingthe Future. International Conference on Physics Education, pp. 164.<https://openjournals.library.sydney.edu.au/ICPE/article/view/16671/>General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.            • Users may download and print one copy of any publication from the public portal for the purpose of private study or research.            • You may not further distribute the material or use it for any profit-making activity or commercial gain            • You may freely distribute the URL identifying the publication in the public portal ?Take down policyIf you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediatelyand investigate your claim.Download date: 10. Dec. 2022 Abstracts 164 | ICPE 2022 Proceedings | Physics Education: Preparing for the Future TRAINING IN THE INHIBITION OF HEURISTICS IN PHYSICS EDUCATION  Cédric Vanhoolandta, Arnaud Vervoorta and Jim Plumata  Presenting Author: Cédric Vanhoolandt (cedric.vanhoolandt@unamur.be) aDepartment of Physics, IRDENa, University of Namur, 5000 Namur, Belgium  KEYWORDS: neurodidactics, inhibition, misconceptions  Neurodidactics (Riopel et al., 2007) is the field studying the brain mechanisms related to the learning and teaching of disciplines such as physics. One of its most emblematic results (Potvin & Cyr, 2017) is that our brain tends, in a given context, to respond very quickly - too quickly sometimes - by mobilizing our most spontaneous ideas (our misconceptions). It also tends to induce the use of false reasoning when they should be inhibited. In fact, logical reasoning sometimes seems quite difficult. Some cognitive biases, beliefs and prior conceptions can indeed largely interfere with so-called logical reasoning and produce systematically false reasoning. This does not mean that the brain is not able to function properly, but rather that these biases and intuitions take over the reasoning that we usually call scientific. This is the hypothesis of Kahneman (2012): the brain works by using two systems of thought that coexist, system 1 - which is fast, intuitive and emotional - and system 2 - which is slow, logical and lazy.   To be able to inhibit a scientifically wrong strategy in favor of a correct and reliable, but slower one, is a real challenge. In order to achieve this, the brain must be able to call upon a different set of brain areas (system 2) than those usually used to perform a particular task (Houdé et al., 2000). At the same time, research in physics and education has shown that learners have initial misconceptions (Potvin, 2019) that coexist with scientific knowledge and that often bias their reasoning in learning situations. Learners may therefore have different conceptions that coexist, contradictory or not, correct or not, and that may even compete with each other (Taber, 2000). It is, therefore, important that these initial conceptions are taken into account in teaching in order to develop learning strategies.  Recent neuroscience studies have also highlighted the importance of executive functions (Diamond, 2013) in expertise in different topics of science (Potvin, 2019). More specifically, the ability to inhibit a heuristic constitutes one of the key mechanisms to overcome the systematic errors observed in the cognitive domain and thus to develop it (Houdé & Borst, 2014).  The objectives of this doctoral research are first to train teenagers and young adults to inhibit. Then, it proposes to analyze the impact of this training on the distancing of the spontaneous use of their intuition when solving problems related to the physical sciences. This presentation introduces the theoretical framework, the methodology and some of the first results. They could be useful in terms of diagnosis and differentiation in learning. From the outset, some gender differences seem to appear. There is a significant difference in the levels of cognitive development between boys and girls of the same age, from early to late adolescence. Moreover, the prevalence of some misconceptions recurrently appears according to previous studies in physics and education.  REFERENCES Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64(1), 135-168.  Houdé, O., & Borst, G. (2014). Measuring inhibitory control in children and adults: Brain imaging and mental chronometry. Frontiers in Psychology, 5. Houdé, O., Zago, L., Mellet, E., Moutier, S., Pineau, A., Mazoyer, B., & Tzourio-Mazoyer, N. (2000). Shifting from the Perceptual Brain to the Logical Brain: The Neural Impact of Cognitive Inhibition Training. Journal of Cognitive Neuroscience, 12(5), 721-728.  Kahneman, D. (2012). Thinking, fast and slow. Penguin Books. Potvin, P. (2019). Faire apprendre les sciences et la technologie à l’école : Épistémologie, didactique, sciences cognitives et neurosciences au service de l’enseignant. Hermann. Potvin, P., & Cyr, G. (2017). Toward a durable prevalence of scientific conceptions: Tracking the effects of two interfering misconceptions about buoyancy from preschoolers to science teachers: Prevalence of conceptions about buoyancy. Journal of Research in Science Teaching, 54(9), 1121-1142. Riopel, M., Masson, S., & Potvin, P. (2007). Regards multiples sur l’enseignement des sciences. Editions MultiMondes. Taber, K. S. (2000). Multiple frameworks? Evidence of manifold conceptions in individual cognitive structure. International Journal of Science Education, 22(4), 399-417.   Proceedings of the IUPAP International Conference on Physics Education, ICPE 2022 5-9 December 2022, page 164, ISBN: 978-1-74210-532-1.  

Training in the inhibition of heuristics in physics education

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Training in the inhibition of heuristics in physics education

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