Authors : Tantely Oliva Rakotonindrina; Dr. Faly Tinasoa Andrianandrasanirina; Ratsimbazafy; Martinette Ravaosolohita; Dimbikoloina Mamihasimbola Andrianinavalona

Volume/Issue : Volume 11 - 2026, Issue 4 - April

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Google Scholar : https://tinyurl.com/ydavfyjc

Scribd : https://tinyurl.com/443v92pv

DOI : https://doi.org/10.38124/ijisrt/26apr549

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Abstract : In teaching practice, the pedagogical and didactic approaches adopted have a significant influence on the level of education that students will require; conversely, the teacher’s own level of education has a considerable impact on the quality of the teaching methods employed. Research carried out respectively with physics and chemistry teachers in Madagascar, on the one hand, and with the relevant secondary school pupils, on the other, has enabled us to develop a selfassessment tool for teachers. At the same time, research into how the brain works has helped us to adopt neuroeducational principles that optimise the teaching and learning of the physical sciences. This article therefore outlines how the neuroeducational dimension is incorporated into the classroom.

Keywords : Innovation, Learning, Teaching, Pedagogy, Neuroeducation, Neuropedagogy, Neurodidactics.

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