Science education is often challenged by students׳ misconceptions about various
phenomena. Recent studies show that these misconceptions coexist with scientific …

Jean Piaget underestimated the cognitive capabilities of infants, preschoolers, and
elementary schoolchildren, and overestimated the capabilities of adolescents and even …

Recent research efforts have argued for the persistence of some of students' frequent
scientific misconceptions, even after correct answers are produced. Some of these studies …

In this article we propose some adjustments to the models of conceptual change that belong
to the “classical” tradition for the purpose of improving the efficiency of science teaching that …

Solving simple arithmetic word problems is a major ability that children must acquire
throughout the primary-grade mathematics curriculum. However, this skill is often …

Executive functions (EFs; working memory [WM], inhibition, and shifting) are widely known to
play a critical role in school achievement. Among these EFs, WM appears to be implicated in …

Systematic written verb inflection errors occur in sentences such as the dog of the neighbors
come (instead of comes). In French, similar verb inflection errors are observed in sentences …

For children, adolescents and educated adults, comparing fractions with common
numerators (eg, 4/5 vs. 4/9) is more challenging than comparing fractions with common …

Intuitive conceptions represent common obstacles to conceptual learning in science. A
growing number of studies demonstrate that when learning occurs, these intuitive …

Résumé La méthodologie développée dans notre équipe autour de l'apprentissage au
contrôle cognitif a montré l'utilité d'exercer l'enfant, l'adolescent, ou l'adulte à inhiber une …