Jérémie Blanchette Sarrasin

Jérémie Blanchette Sarrasin
Université du Québec à Montréal | UQAM

PhD student

About

18
Publications
8,771
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117
Citations

Publications

Publications (18)
Article
Intuitive conceptions represent common obstacles to conceptual learning in science. A growing number of studies demonstrate that when learning occurs, these intuitive conceptions are not replaced by scientific conceptions but rather coexist with them and thus need to be inhibited to prevent systematic errors. However, to date no study has demonstra...
Article
Full-text available
The past few years have been marked by a large number of discoveries about the learning brain. Those insights have the potential to support teachers in designing even better classroom environments to help you learn better. While understanding the brain can be helpful for teachers, this knowledge can also be beneficial for you as a student. For inst...
Article
In this article, we propose an analysis of the state of, and trends in, the field of conceptual change research in science education through the lens of its models. Using a quantitative approach, we reviewed all conceptual change articles (n = 245) published in five major journals in the field of science education in search of the support that thei...
Article
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Serious games have become increasingly available to educators. Empirical studies and meta-analyses have examined their impact on learning achievement. However, natural sciences could have a special relation to serious games by their systematic use of quantitative and predictive models that can generate microworlds and simulations. Since no known me...
Article
Previous studies have revealed that “neuromyths,” which are misconceptions about the brain, show a high prevalence among teachers in different countries. However, little is known about the origin of these ideas; that is to say, the sources that may influence their presence among teachers. This research aims to identify the prevalence of five freque...
Article
Inducing a growth mindset in students has been shown to impact positively on motivation, academic achievement, and brain activity. However, some studies have yielded different results and authors rarely provide reasons to explain this inconsistency. In an effort to better understand the conflicting evidence, we conducted a meta-analysis of 10 peer-...
Article
Full-text available
Des études récentes ont montré que les enseignants possèdent souvent des croyances erronées sur le fonctionnement du cerveau qui peuvent influencer leurs pratiques d'enseignement. Cet article présente quatre de ces croyances erronées, que l'on appelle souvent neuromythes: les styles d'apprentissage, la dominance hémisphérique, les exercices de coor...
Article
Full-text available
De récentes études ont montré que les enseignants croient souvent à des neuromythes, c'est-à-dire à de fausses conceptions sur le fonctionnement du cerveau. Ces neuromythes peuvent s'avérer problématiques pour la réussite des eleves, parce qu'ils peuvent orienter les pédagogues vers des pratiques d'enseignement qui ne sont pas entièrement compatibl...
Article
Full-text available
Recent studies have shown that teachers often believe in common misconceptions about how the brain works. These neuromyths can be problematic for educa tion, as they may cause teachers to use educational prac tices that are not entirely compatible with their students' brain function. This article presents and discusses the three most prevalent neur...

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