Resume

• 2009

  Ordre des Orthopédagogues du Québec (ADOQ)

  English

  French

  Master Degree

  Using an fMRI protocol

  our reasearch lab focuses on the impact of some teaching strategies used by high school teachers of sciences

  that pursuit the goal of conceptual change in teens' brain. The research main goal consists of evaluating the impact of uncertainty on the conceptual change (Posner

  1987) while learning electrical concepts

  using the misconceptions taxonomy of Shipstone (1989) and Cepni (2003).

  Neuro Education / Sciences teaching

  Researcher in the neuro educational field\nPublications

• 2003

  Honour student in sciences and litteracy; music and arts exibition; \"one man show\" and animation participation (spectacles amateurs)

  Collège Bourget

  Baccalaureat

  Psychology / Neuropsychology

  Psychotherapist\nCollege Teacher (CEGEP) in Psychology

• 1996

  Baccalaureat

  Owned a private practice in academic support for children and teens

  Education for special need children and teens

  Teacher in Youth Centers

  High School

  orthopédagogue

  orthopédagogue

  UQAM | Université du Québec à Montréal

• Personal Development

  Teaching

  Customer Service

  Meditation

  Leadership

  Research

  Public Speaking

  Strategic Planning

  French

  Higher Education

  Psychotherapy

  Science

  Management

  Adolescents

  Child Development

  Psychology

  Neuropsychology

  Psychological factors in cardiac syndrome X ER patients

  Psychological factors in cardiac syndrome X ER patients

  Recension d'écrit

  Siaud-Fachin (2008) Ed. Odile Jacob

  L’enfant surdoué: l’aider à grandir

  l’aider à réussir

  Masson

  Potvin

  Abstract\n\nFunctional magnetic resonance imaging was used to identify the brain-based mechanisms of uncertainty and certainty associated with answers to multiple-choice questions involving common misconceptions about electric circuits. Twenty-two scientifically novice participants (humanities and arts college students) were asked

  in an fMRI study

  whether or not they thought the light bulbs in images presenting electric circuits were lighted up correctly

  and if they were certain or uncertain of their answers. When participants reported that they were unsure of their responses

  analyses revealed significant activations in brain areas typically involved in uncertainty (anterior cingulate cortex

  anterior insula cortex

  and superior/dorsomedial frontal cortex) and in the left middle/superior temporal lobe. Certainty was associated with large bilateral activations in the occipital and parietal regions usually involved in visuospatial processing. Correct-and-certain answers were associated with activations that suggest a stronger mobilization of visual attention resources when compared to incorrect-and-certain answers. These findings provide insights into brain-based mechanisms of uncertainty that are activated when common misconceptions

  identified as such by science education research literature

  interfere in decision making in a school-like task. We also discuss the implications of these results from an educational perspective.\nKEYWORDS:\n\ncertainty; decision making; education; electricity; fMRI; misconception; uncertainty

  Linking neuroscientific research on the decision making to the educational context of novices students assigned to a multiple choice scientific task involving common misconceptions about electrical circuits

  Elaine

  Turmel

  UQAM

  Collège Ahuntsic

  Collège Marie-Victorin

  University du Québec à Montréal

  Learning strategies in higher education

  Teacher associate

  Montreal

  Canada Area

  UQAM

  Montréal Nord

  Ce projet de recherche tente de démontrer un lien entre l'implication des étudiants à faible rendement scolaire du collège (17-19 ans) auprès d'élèves du primaires des écoles issues de quartiers démunis de Montréal. D'une part

  l'impact se mesure par le degré de persévérance scolaire des collégiens

  d'autres part par la réussite scolaire et la motivation des élèves du primaire. L'activité d'aide aux devoirs et l'animation d'une activité de science (tous les samedis matins) servent de contexte pour mesurer l'impact de ces interactions.\nLes résultats préliminaires montrent un effet significatif à tous les niveaux

  comparativement à d'autres centre d'aide aux devoirs qui n'ont pas l'encadrement d'une orthopédagogue

  et comparativement aux élèves qui ne bénéficient pas de l'aide aux devoirs des mêmes écoles. On constate aussi une meilleure rétention des étudiants collégiaux dans leurs programmes initiaux.

  Orthopédagogue - projet de recherche sur l'impact du bénévolat sur la persévérance scolaire

  Collège Marie-Victorin

  Neuro education \nPsychology\n- Anxiety Lab\n- Neuropsychology lab

  University du Québec à Montréal

  Teacher (psychology)

  - Child's psychology\n- Practical ways to establish and nourish a positive attachment pattern with children

  in the DayCare environment\n- Observation and assess a child's developmental skills

  using tests and normative comparisons\n- Communication in working environment\n- Introduction to Psychologie\n- Developmental psychology\n- Statistics\n- Research methodology

  Collège Ahuntsic