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Accessible summaries of scientific knowledge in education, and recommendations
French Scientific Council for Education draws up summaries of existing research and experimentation, and disseminates them to the various players in the educational community (central administration and academy managers, trainers, teachers) for very concrete appropriation. Here are some translated versions.
English
International Conference of the French Scientific Council for Education (CSEN) and Acting for Education initiative from the Collège de France – Wednesday - 5th March 2025
What lessons can be learned from international surveys ((PISA, TIMSS, PIRLS…) for french educational policies ?
Many international surveys (PISA, TIMSS, PIRLS...) highlight the major challenges French education system faces, The French education system is facing major challenges, from the decline in mathematical skills over the past thirty years to the growing learning gap between children from disadvantaged backgrounds and their more privileged peers. What are these surveys and what do they tell us about the reading, maths and science levels of French students, their well-being and that of their teachers? What can be done to improve the situation in France, in the light of experiences abroad?
The effectiveness of teaching methods for learning to read. Contributions from the Formalect survey.
Nearly one in two students entering second grade reads less than 50 words per minute, the grade-level expectation. And one in five falls far below that expectation, reading less than 25 words per minute. These results raise questions about the effectiveness of current reading instruction methods employed in France.
The Formalect survey, conducted in 2021 on a large representative sample of first-grade classes, sought to address the following questions: What teaching methods for learning to read are currently employed in France at the beginning of first grade? And what is the impact of these different teaching methods on students' reading skills? The purpose of this note is to provide a synthetic answer to these two questions.
Teaching methods and manuals for learning to read: How to choose?
Teaching methods for learning to read are the subject of much debate, and French publishers offer more than thirty-five manuals and reading methods. Which one to choose? The French Scientific Council address this issue by relying on the bulk of scientific knowledge now available on learning to read.
In the first part, authors briefly summarise current knowledge on the mechanisms of reading and learning. They also analyse the place of manuals in the broader context of teaching methods for learning to read. In a second step, they look at the use of manuals, their impact, and their future in a digital world. On this dual basis, the CSEN synthesis set out a series of principles that, according to current knowledge, should guide the design and evaluation of reading manuals. It also present a list of pitfalls to avoid.
Conversational agents in the classroom
What role can artificial intelligence play in education: for students and teachers, in classroom dynamics, and in teaching content and methods? The CSEN synthesis offers a state-of-the-art review of research advances on the role of virtual assistants in supporting teachers and students. In particular, it looks at how artificial intelligence tools can strengthen the peer-to-peer link between teachers and students.
Castellano
Métodos y manuales de enseñanza para el aprendizaje de la lectura: ¿cómo elegirlos?
Los métodos de enseñanza para el aprendizaje de la lectura son objeto de numerosos debates, y los editores franceses proponen más de 35 manuales y métodos de lectura. ¿Cómo elegir entre ellos?
Abordaremos esta cuestión apoyándonos en los abundantes conocimientos científicos ya disponibles sobre el aprendizaje de la lectura. En una primera parte, resumiremos brevemente el estado de los conocimientos sobre los mecanismos de la lectura y su aprendizaje hoy en día. Analizaremos igualmente el lugar de los manuales en el contexto más amplio de los métodos de enseñanza para el aprendizaje de la lectura. En un segundo momento, examinaremos la utilización de los manuales, su repercusión y su futuro en un mundo digital. Sobre esta doble base, enunciaremos una serie de principios que, según los conocimientos actuales, deberían guiar el diseño y la evaluación de los manuales de lectura. Además, presentaremos una lista de escollos que soslayar.
Enseñanza explícita:¿Qué es, por qué funciona y en qué condiciones?
La enseñanza explícita es a menudo malinterpretada e incluso despreciada. Sin embargo, no es una enseñanza tradicional. Se trata de una enseñanza estructurada, en la que la actividad del profesor -imprescindible- pretende fomentar, mediante explicaciones claras, demostraciones y prácticas guiadas, la participación activa de los alumnos y una mejor comprensión del objeto de aprendizaje. Numerosos estudios científicos han demostrado la eficacia de la enseñanza explícita en el aprendizaje de nuevos conceptos, con una gran variedad de públicos y sobre diversos contenidos. La enseñanza explícita también puede utilizarse para aprender estrategias para realizar tareas poco estructuradas (complejas), así como estrategias generales como aprender a planificar, dirigir y evaluar el propio trabajo, fomentando así la metacognición y la autorregulación. En resumen, la enseñanza explícita tiene su lugar en el repertorio de modalidades de actuación de los profesores.
Portuguese
O ENSINO EXPLÍCITO: DO QUE SE TRATA, PORQUE FUNCIONA E EM QUE CIRCUNSTÂNCIAS?
O ensino explícito é muitas vezes mal compreendido, até mesmo depreciado. No entanto, não é uma forma tradicional de ensino. Tratase de um ensino estruturado onde a atividade do professor - que é essencial - tem como objetivo encorajar, através de explicações claras, demonstrações e práticas orientadas, um compromisso ativo dos alunos e uma melhor compreensão do objeto da aprendizagem. Várias investigações científicas mostraram a eficácia do ensino explícito na aprendizagem de novas noções, junto de vários públicos e sobre vários conteúdos. O ensino explícito pode igualmente concentrar-se em estratégias de aprendizagem para realizar tarefas pouco estruturadas (complexas), bem como em estratégias gerais como aprender a planear, dirigir, avaliar o próprio trabalho e, desta forma, promover a metacognição e autorregulação dos alunos. Em suma, o ensino explícito tem o seu lugar no repertório das modalidades de ação pedagógica dos professores.