Résumés
Abstract
This paper addresses the current divide in the field of education between proponents and critics of evidence-based education. It examines the nature of this divide and argues that it is caused by a particular way of conceptualizing the relationship between academic knowledge and practice, called technical rationality, that is shared by both sides. The paper argues that technical rationality is fallacious and highlights an alternative approach grounded in the centrality of people’s understanding of situations of practice. It further argues that this alternative conceptualization of the relationship between knowledge and practice makes it possible to overcome the divide and foster advancement toward a science-based education.
Keywords:
- Evidence-Based Education,
- Academic Knowledge,
- Educational Practice
Parties annexes
Bibliography
- Ahuna, J. K., & Becker, K. D. (2024). Scoping review of naturalistic decision making studies among mental health professionals: Coverage of characteristics and contexts. Journal of Cognitive Engineering and Decision Making, 19(1), 96–129. https://doi.org/10.1177/15553434241303806
- Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148. https://doi.org/10.1207/s15326985ep2802_3
- Best, J. R., Miller, P. H., & Naglieri, J. A. (2011). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences, 21(4), 327–336. https://doi.org/10.1016/j.lindif.2011.01.007
- Biesta, G. J. J. (2010). Why ‘what works’ still won’t work: From evidence-based education to value-based education. Studies in Philosophy and Education, 29, 491–503. https://doi.org/10.1007/s11217-010-9191-x
- Brown, O., Power, N., Shortland, N., & Gore, J. (2024). Expertise in action. Insights from naturalistic decision making (NDM). In M. Farina & A. Lavazza (Eds.), Overcoming the myth of neutrality: Expertise for a new world (pp. 128–146). Routledge. https://doi.org/10.4324/9781003374480-10
- Bruner, J. (1991). The narrative construction of reality. Critical Inquiry, 18(1), 1–21.
- Caronia, L. (2023). The haunting question of values in the era of measurement, assessment and evidence-based education: Towards a moral accountability of educational decision-making. Encyclopaideia – Journal of Phenomenology and Education, 27(1), 29–36. https://doi.org/10.6092/issn.1825-8670/16338
- Carraher, T. N., Carraher, D. W., & Schliemann, A. D. (1985). Mathematics in the streets and in schools. British Journal of Developmental Psychology, 3(1), 21–29. https://doi.org/10.1111/j.2044-835X.1985.tb00951.x
- Clandinin, D. J. (1986). Classroom practice: Teacher images in action. Falmer Press.
- Clarà, M. (2011). El concepte pràctic i microgènesi de la mediació representacional de l’activitat [Doctoral dissertation, Universitat de Barcelona]. https://diposit.ub.edu/dspace/bitstream/2445/42728/5/MCG_TESI.pdf
- Clarà, M. (2013). The concept of situation and the microgenesis of the conscious purpose in cultural psychology. Human Development, 56(2), 113–127.
- Clarà, M. (2014). Understanding teacher knowledge from a Cultural Psychology approach. Teaching and Teacher Education, 43, 110–119. https://doi.org/10.1016/j.tate.2014.07.002
- Clarà, M. (2015). What is reflection? Looking for clarity in an ambiguous notion. Journal of Teacher Education, 66, 261–271. https://doi.org/10.1177/0022487114552028
- Clarà, M. (2017a). Teacher resilience and meaning transformation: How teachers reappraise situations of adversity. Teaching and Teacher Education, 63, 82–89. https://doi.org/10.1016/j.tate.2016.12.010
- Clarà, M. (2017b). How instruction influences conceptual development: Vygotsky’s theory revisited. Educational Psychologist, 52(1), 50–62. https://doi.org/10.1080/00461520.2016.1221765
- Clarà, M. (2019). El problema teoría-práctica en los modelos de formación del profesorado: Una mirada psicológica. Estudios Pedagógicos, 45(2), 179–195. https://doi.org/10.4067/S0718-07052019000200179
- Clarà, M. (2020). Meaning and the mediation of emotional experience: Placing mediational meaning at the center of psychological processes. New Ideas in Psychology, 58. https://doi.org/10.1016/j.newideapsych.2019.100776
- Clarà, M., Vallés, A., Franch, A., Coiduras, J., Silva, P., & Cavalcante, S. (2023). How teachers’ appraisals predict their emotional experience: Identifying protective and risk structures in natural appraisals. Teaching and Teacher Education, 130, 104166. https://doi.org/10.1016/j.tate.2023.104166
- Clarà, M., Vallés, A., Franch, A., Coiduras, J., Silva, P., & Cavalcante, S. (2025). Developing teacher resilience by modifying cognitive appraisals: What is reappraised in teacher reappraisal? Contemporary Educational Psychology, 81, 102354. https://doi.org/10.1016/j.cedpsych.2025.102354.
- Dailey, S. F., Campbell, L. N. P., & Ramsdell, J. (2024). Law enforcement officer naturalistic decision-making in high-stress conditions. Policing: An International Journal, 47(6), 929–948. https://doi.org/10.1108/PIJPSM-09-2023-0114
- Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
- Dekker, I., & Meeter, M. (2022). Evidence-based education: Objections and future directions. Frontiers in Education, 7, Article 941410. https://doi.org/10.3389/feduc.2022.941410
- Detrich, R., & Lewis, T. (2012). A decade of evidence-based education: Where are we and where do we need to go? Journal of Positive Behavior Interventions, 15, 214–220. https://doi.org/10.1177/1098300712460278
- Dreyfus, H. L., & Dreyfus, S. E. (1986). Mind over machine: The power of human intuition and expertise in the age of the computer. Blackwell.
- European Commission, Directorate-General for Education, Youth, Sport and Culture. (2024). The twin challenge of equity and excellence in basic skills in the EU: An EU comparative analysis of the PISA 2022 results. Publications Office of the European Union. https://data.europa.eu/doi/10.2766/881521
- Fernández-Navas, M., & Postigo-Fuentes, A. Y. (2023). Educación basada en la evidencia: Peligros científicos y ventajas políticas. Revista de Educación, 400, 43–68. https://doi.org/10.4438/1988-592X-RE-2023-400-570
- Frenzel, A. C., Fiedler, D., Marx, A. K. G., Reck, C., & Pekrun, R. (2020). Who enjoys teaching, and when? Between- and within-person evidence on teachers' appraisal-emotion links. Frontiers in Psychology, 11, Article 1092. https://doi.org/10.3389/fpsyg.2020.01092
- Glazer, N. (1974). The schools of the minor professions. Minerva, 12(3), 346–364. https://www.jstor.org/stable/41820214
- Gorard, S., See, B. H., & Siddiqui, N. (2020). What is the evidence on the best way to get evidence into use in education? Review of Education, 8(2), 570–610. https://doi.org/10.1002/rev3.3200
- Hammersley, M. (1997). Educational research and teaching: A response to David Hargreaves' TTA lecture. British Educational Research Journal, 23(2), 141–161.
- Hargreaves, D. H. (1996). Teaching as a research-based profession: Possibilities and prospects. Teacher Training Agency Annual Lecture 1996. Teacher Training Agency.
- Hargreaves, D. H. (1997). In defence of research for evidence-based teaching: A rejoinder to Martyn Hammersley. British Educational Research Journal, 23(4), 405–419.
- Hoebbel, C. L., Bellanca, J. L., & Hrica, J. K. (2024). Lessons learned from haul truck operator near-miss events: Use of the critical decision method to identify strategies to improve operator safety in mining. Mining, Metallurgy & Exploration, 41, 2245–2255. https://doi.org/10.1007/s42461-024-01066-3
- Hutchins, E. (1995). Cognition in the wild. MIT Press.
- Johnson-Laird, P. N. (1983). Mental models: Towards a cognitive science of language, inference, and consciousness. Harvard University Press.
- Jones, N. A., Ross, H., Lynam, T., Perez, P., & Leitch, A. (2011). Mental models: An interdisciplinary synthesis of theory and methods. Ecology and Society, 16(1), Article 46. http://www.ecologyandsociety.org/vol16/iss1/art46/
- Joyce, K. E. (2024). Revisiting the role of values in evidence-based education. Journal of Philosophy of Education, 58(6), 853–866. https://doi.org/10.1093/jopedu/qhae022
- Klein, G. (2008). Naturalistic decision making. Human Factors, 50(3), 456–460. https://doi.org/10.1518/001872008X288385
- Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge University Press.
- Lave, J., Murtaugh, M., & de la Rocha, O. (1984). The dialectic of arithmetic in grocery shopping. In B. Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context (pp. 67–94). Harvard University Press.
- Leahey, T. H., & Harris, R. J. (1997). Learning and cognition. Prentice Hall.
- Love, A., Acree, L., & Dick, J. (under review). This is not apathy: An examination of future orientation and self-efficacy in adolescents at risk.
- Mintzes, J. J. (1984). Naive theories in biology: Children’s concepts of the human body. School Science and Mathematics, 84(7), 548–555.
- Nardi, B. A. (1996). Studying context: A comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi (Ed.), Context and consciousness: Activity theory and human-computer interaction (pp. 69–102). MIT Press.
- Pasco, D., & Ennis, C. D. (2015). Third grade students’ mental models of blood circulation related to exercise. Journal of Teaching in Physical Education, 34, 76–92. https://doi.org/10.1123/jtpe.2013-0205
- Patel, V. L., Kaufman, D. R., & Arocha, J. F. (2002). Emerging paradigms of cognition in medical decision-making. Journal of Biomedical Informatics, 35, 52–75.
- Piaget, J. (1985). The equilibration of cognitive structures: The central problem of intellectual development (T. Brown & K. J. Thampy, Trans.). University of Chicago Press. (Original work published 1975)
- Rumelhart, D. E., & Ortony, A. (1977). The representation of knowledge in memory. In R. C. Anderson, R. J. Spiro, & W. E. Montague (Eds.), Schooling and the acquisition of knowledge (pp. 99–135). Erlbaum.
- Schön, D. A. (1991). The reflective practitioner: How professionals think in action. Arena. (Original work published 1983)
- Shan, Y., & Yang, L. (2016). Fast and frugal heuristics and naturalistic decision making: A review of their commonalities and differences. Thinking & Reasoning, 23(1), 10–32. https://doi.org/10.1080/13546783.2016.1152999
- Slavin, R. E. (2019). How evidence-based reform will transform research and practice in education. Educational Psychologist, 55(1), 21–31. https://doi.org/10.1080/00461520.2019.1611432
- Sweller, J., van Merriënboer, J.J.G., & Pass, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31, 261-292. https://doi.org/10.1007/s10648-019-09465-5
- Teasdale, J.D. (1993). Emotion and two kinds of meaning: Cognitive therapy and applied cognitive science. Behaviour Research and Therapy, 31, 339–354.
- van Dijk, T. A., & Kintsch, W. (1983). Strategies in discourse comprehension. Academic Press.
- Vygotsky, L. S. (1987). Thinking and speech (N. Minick, Trans.). In R. W. Rieber, & A. S. Carton (Eds.), The collected works of L. S. Vygotsky. Volume 1: Problems of general psychology (pp. 39–285). Plenum Press.
- Wertheimer, M. (1971). Productive thinking. Harper & Row. (Original work published 1945)
- What Works Clearinghouse (2012). Improving mathematical problem solving in grades 4 through 8. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences.
- What Works Clearinghouse (2023). Good behavior game. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences.
- Ziechner, K. (2012). The turn once again toward practice-based teacher education. Journal of Teacher Education, 63(5), 376-382. https://doi.org/10.1177/0022487112445789
- Zwaan, R. A., & Radvansky, G. A. (1998). Situation models in language comprehension and memory. Psychological Bulletin, 123(2), 162-185.