Introduction to the special issue in memory of Jean-Claude Eicher: The Second Dijon Conference     

Benoît Millot   《Economics of Education Review》2007,26(6):645

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Sexual and physical revictimization among victims of severe childhood sexual abuse     

Jaclyn E. Barnes  Jennie G. Noll  Frank W. Putnam  Penelope K. Trickett 《Child abuse & neglect》2009,33(7):412-420

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Association between childhood sexual abuse and adult sexual victimization in a representative sample in Hong Kong Chinese     

Chan KL 《Child abuse & neglect》2011,35(3):220-229

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Specificite de l'organisation d'une sequence d'enseignement lors de l'utilisation de l'ordinateur     

F. Bellemain  B. Capponi 《Educational Studies in Mathematics》1992,23(1):59-97

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Le passage a l'acte dans la violence parentale     

Nicole Guedj 《Child abuse & neglect》1981,5(4):413-419

“Acting Out” in the Case of Parental Violence. Two cases of abuse in infants of less than 3 months is discussed in the light of the mother's own past history. One of the mothers was abandoned in infancy and her foster family did not respect her cultural identity. The second mother identified herself to her own mother. The following mechanisms were involved: child considered as an object rather than as a subject, sadomasochistic mechanisms, compulsion to use child abuse as a defence against anxiety and memories. The therapist initially is treated like the mother's parents by the mother (“acted” relationship). This leads to the proposal of a two-step intervention: first a socioeducative support at home followed by psychotherapy when the mother expresses a wish for it.

Résumé

Nous présentons deux cas cliniques de maltraitance infantile, inscrits dans l'histoire de la mére. Toutefois, l'un se réfère à la non reconnaissance de l'identité culturelle par la famille d'accueil de la mère dans sa petite enfance après abandon maternel, l'autre a rapport à l'identification de la mère à sa propre mère. Nous avons souligné les mécanismes en jeu: non reconnaissance de l'autre comme sujet, persistance d'une relation d'objet partiel renvoyant à un mécanisme de perversion sado-masochiste. Compulsion à la répétition où le passage à l'acte apparaît comme un mode de défense contre l'angoisse, et le souvenir. Sur le plan thérapeutique, nous constations dans un premier temps, la répétition avec le thérapeute de la relation de la mère avec ses propres parents sous forme d'agi. Nous proposons donc une prise en charge en deux temps (aide sociale et éducative à domicile favorisant ensuite une demande psychothérapique).  相似文献   

Planification a long terme du systeme pedagogique Hongrois     

Anna Verebély Ligetiné  Ottó Mihály  Péter Vajó 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1976,18(3):465-478

Cette étude s'occupe du problème de la planification à long terme de l'éducation. Tout d'abord, elle considère la conception fondamentale du système d'éducation, indiquant quels sont les facteurs essentiels dans l'éducation nationale en Hongrie. Les auteurs cherchent alors, au moyen d'une conception de la théorie de systèmes, de donner à cette éducation une place dans la société et dans la civilisation — en tenant compte du fait que l'éducation nationale est un système d'une indépendance relative. De là, ils examinent les motifs imposés par la planification du développement à long terme.Un chapitre important examine la planification comme un processus et la considère comme un élément essentiel concomitant de la stratégie du développement dans les phases suivantes:

(a)	le processus politico-scientifique d'élaboration de la conception,
(b)	le processus de contrôle concernant la validité continuelle de la conception,
(c)	le processus de décision portant sur l'acceptation de la conception,
(d)	le processus de réalisation et de mise en application de la conception,

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Researching nomadic education: a Nigerian perspective     

《International Journal of Educational Research》2000,33(3):231-240

The emergence of nomadic education as an important sub-system of the formal educational system in many African countries is the direct consequence of the state's commitment to equalizing educational opportunities for all social groups irrespective of ethnic or geographical origins, gender, or social class. In Nigeria, a special educational program is being implemented for two migrant groups, namely the nomadic pastoralists and the migrant fishermen. The major purposes of this chapter are to:  相似文献   

(a)	trace the historical evolution of nomadic education in Nigeria;
(b)	assess the current state of research on nomadic education in Nigeria; and
(c)	suggest concepts and research strategies that will engender greater understanding of nomadic education and promote international cooperation among scholars and practitioners in the study of Traveller and nomadic education.

–	the importance of the notion of scheme analysing the instrumented action where act and thought are linked;
–	the importance of the notion of metaknowledge analyzing different pupil behaviours. A typology of pupil behaviours and a list of schemes are set out.

The relationships between this typology and these schemes provide information about the influence of calculating tools and provide some ways of controlling their integration in mathematics lessons. Résumé. L' article concerne les problèmes de conceptualisation de la notion de limite de fonctions, au niveau de la classe terminale scientifique des lycées français (élèves de 18 ans), en relation avec les environnements technologiques dans lesquells l'enseignement des débuts de l'analyse tend progressivement à s'inscrire (principalement les calculatrices graphiques aujourd'hui, symboliques demain). L'article met en évidence l'interdépendance des processus d'instrumentation et de conceptualisation. Il insiste en particulier sur deux points:

–	l'importance de la notion de schème pour analyser l'action instrumentée, pour mettre en relation le geste et la pensèe;
–	l'importance de la notion de métaconnaissance pour analyser les différences de comportements des élèves.

Une typologie des comportements est établie, un répertoire de schèmes est dressé. La mise en relation de cette typologie et de ce répertoire donne quelques informations sur l'influence des outils de calcul dans le processus d'apprentissage et fournit quelques pistes pour contrôler leur intégration dans le cours de mathématiques.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献   

Test-Enhanced Learning: The Potential for Testing to Promote Greater Learning in Undergraduate Science Courses     

Cynthia J. Brame  Rachel Biel 《CBE life sciences education》2015,14(2)

Testing within the science classroom is commonly used for both formative and summative assessment purposes to let the student and the instructor gauge progress toward learning goals. Research within cognitive science suggests, however, that testing can also be a learning event. We present summaries of studies that suggest that repeated retrieval can enhance long-term learning in a laboratory setting; various testing formats can promote learning; feedback enhances the benefits of testing; testing can potentiate further study; and benefits of testing are not limited to rote memory. Most of these studies were performed in a laboratory environment, so we also present summaries of experiments suggesting that the benefits of testing can extend to the classroom. Finally, we suggest opportunities that these observations raise for the classroom and for further research.Almost all science classes incorporate testing. Tests are most commonly used as summative assessment tools meant to gauge whether students have achieved the learning objectives of the course. They are sometimes also used as formative assessment tools—often in the form of low-stakes weekly or daily quizzes—to give students and faculty members a sense of students’ progression toward those learning objectives. Occasionally, tests are also used as diagnostic tools, to determine students’ preexisting conceptions or skills relevant to an upcoming subject. Rarely, however, do we think of tests as learning tools. We may acknowledge that testing promotes student learning, but we often attribute this effect to the studying students do to prepare for the test. And yet, one of the most consistent findings in cognitive psychology is that testing leads to increased retention more than studying alone does (Roediger and Butler, 2011 ; Roediger and Pyc, 2012 ). This effect can be enhanced when students receive feedback for failed tests and can be observed for both short-term and long-term retention. There is some evidence that testing not only improves student memory of the tested information but also ability to remember related information. Finally, testing appears to potentiate further study, allowing students to gain more from study periods that follow a test. Given the potential power of testing as a tool to promote learning, we should consider how to incorporate tests into our courses not only to gauge students’ learning, but also to promote that learning (Klionsky, 2008 ).We provide six observations about the effects of testing from the cognitive psychology literature, summarizing key studies that led to these conclusions (see StudyResearch question(s)ConclusionLength of delay before final testStudy participantsRepeated retrieval enhances long-term retention in a laboratory setting“Test-enhanced learning: taking memory tests improves long-term retention” (Roediger and Karpicke, 2006a) Is a testing effect observed in educationally relevant conditions? Is the benefit of testing greater than the benefit of restudy? Do multiple tests produce a greater effect than a single test?Testing improved retention significantly more than restudy in delayed tests. Multiple tests provided greater benefit than a single test.Experiment 1: 2 d; 1 wk Experiment 2: 1 wkUndergraduates ages 18–24, Washington University“Retrieval practice with short-answer, multiple-choice, and hybrid tests” (Smith and Karpicke, 2014) What effect does the type of question presented in retrieval practice have on long-term retention?Retrieval practice with multiple-choice, free-response, and hybrid formats improved students’ performance on a final, delayed test taken 1 wk later when compared with a no-retrieval control. The effect was observed for both questions that required only recall and those that required inference. Hybrid questions provided an advantage when the final test had a short-answer format.1 wkUndergraduates, Purdue University“Retrieval practice produces more learning that elaborative studying with concept mapping” (Karpicke and Blunt, 2011) What is the effect of retrieval practice on learning relative to elaborative study using a concept map?Students in the retrieval-practice condition had greater gains in meaningful learning compared with those who used elaborative concept mapping as a learning tool.1 wkUndergraduatesVarious testing formats can enhance learning“Retrieval practice with short-answer, multiple-choice, and hybrid tests” (Smith and Karpicke, 2014) See above.See above.See above.See above.“Test format and corrective feedback modify the effect of testing on long-term retention” (Kang et al., 2007) What effect does the type of question used for retrieval practice have on retention? Does feedback have an effect on retention for different types of questions?When no feedback was given, the difference in long-term retention between short-answer and multiple-choice questions was insignificant. When feedback was provided, short-answer questions were slightly more beneficial.3 dUndergraduates, Washington University psychology subjects’ pool“The persisting benefits of using multiple-choice tests as learning events” (Little and Bjork, 2012) What effect does question format have on retention of information previously tested and related information not included in retrieval practice?Both cued-recall and multiple-choice questions improved recall compared with the no-test control. However, multiple-choice questions improved recall more than cued-recall questions for information not included in the retrieval practice, both after a 5-min and a 48-h delay.48 hUndergraduates, University of California, Los AngelesFeedback enhances benefits of testing“Feedback enhances positive effects and reduces the negative effects of multiple-choice testing” (Butler and Roediger, 2008) What effect does feedback on multiple-choice tests have on long-term retention of information?Feedback improved retention on a final cued-recall test. Delayed feedback resulted in better final performance than immediate feedback, though both showed benefits compared with no feedback. The final test occurred 1 wk after the initial test.1 wkUndergraduate psychology students, Washington University“Correcting a metacognitive error: feedback increases retention of low-confidence responses” (Butler et al., 2008) What role does feedback play in retrieval practice? Can it correct metacognitive errors as well as memory errors?Both initially correct and incorrect answers were benefited by feedback, but low-confidence answers were most benefited by feedback.5 minUndergraduate psychology students, Washington UniversityLearning is not limited to rote memory“Retrieval practice produces more learning than elaborative study with concept mapping” (Karpicke and Blunt, 2011) What is the effect of retrieval practice on learning relative to elaborative study using a concept map? Does retrieval practice improve students’ ability to perform higher-order cognitive activities (i.e., building a concept map) as well as simple recall tasks?Compared with elaborative study using concept mapping, retrieval practice improved students’ performance both on final tests that required short answers and final tests that required concept map production. See also earlier entry for this study.1 wkUndergraduates“Retrieval practice with short-answer, multiple-choice, and hybrid tests” (Smith and Karpicke, 2014) See above.See above.See above.See above.“Repeated testing produces superior transfer of learning relative to repeated studying” (Butler, 2010) Does test-enhanced learning promote transfer of facts and concepts from one domain to another?Testing improved retention and increased transfer of information from one domain to another through test questions that required factual or conceptual recall and inferential questions that required transfer.1 wkUndergraduate psychology students, Washington UniversityTesting potentiates further study“Pretesting with multiple-choice questions facilitates learning” (Little and Bjork, 2011) Does pretesting using multiple-choice questions improve performance on a later test? Is an effect observed only for pretested information or also for related, previously untested information?A multiple-choice pretest improved performance on a final test, both for information that was included on the pretest and related information.1 wkUndergraduates, University of California, Los Angeles“The interim test effect: testing prior material can facilitate the learning of new material” (Wissman et al., 2011) Does an interim test over previously learned material improve retention of subsequently learned material?Interim testing improves recall on a final test for information taught before and after the interim test.No delayUndergraduates, Kent State UniversityThe benefits of testing appear to extend to the classroom“The exam-a-day procedure improves performance in psychology classes” (Leeming, 2002) What effect does a daily exam have on retention at the end of the semester?Students who took a daily exam in an undergraduate psychology class scored higher on a retention test at the end of the course and had higher average grades than students who only took unit tests.One semesterUndergraduates enrolled in Summer term of Introductory Psychology, University of Memphis“Repeated testing improves long-term retention relative to repeated study: a randomized controlled trial” (Larsen et al., 2009) Does repeated testing improve long-term retention in a real learning environment?In a study with medical residents, repeated testing with feedback improved retention more than repeated study for a final recall test 6 mo later.6 moResidents from Pediatrics and Emergency Medicine programs, Washington University“Retrieving essential material at the end of lectures improves performance on statistics exams” (Lyle and Crawford, 2011) What effect does daily recall practice using the PUREMEM method have on course exam scores?In an undergraduate psychology course, students using the PUREMEM method had higher exams scores than students taught with traditional lectures, assessed by four noncumulative exams spaced evenly throughout the semester.∼3.5 wkUndergraduates enrolled in either of two consecutive years of Statistics for Psychology, University of Louisville“Using quizzes to enhance summative-assessment performance in a web-based class: an experimental study” (McDaniel et al., 2012) What effects do online testing resources have on retention of information in an online undergraduate neuroscience course?Both multiple-choice and short-answer quiz questions improved retention and improved scores on the final exam for questions identical to those on the weekly quizzes and those that were related but not identical.15 wkUndergraduates enrolled in Web-based brain and behavior course“Increasing student success using online quizzing in introductory (majors) biology” (Orr and Foster, 2013) What effect do required pre-exam quizzes have on final exam scores for students in an introductory (major) biology course?Students were required to complete 10 pre-exam quizzes throughout the semester. The scores of students who completed all of the quizzes or none of the quizzes were compared. Students of all abilities who completed all of the pre-exam quizzes had higher average exam scores than those who completed none.One semesterCommunity college students enrolled in an introductory biology course for majors“Teaching students how to study: a workshop on information processing and self-testing helps students learn” (Stanger-Hall et al., 2011) What effect does a self-testing exercise done in a workshop have on final exam questions covering the same topic used in the workshop?Students who participated in the retrieval-practice workshop performed better on the exam questions related to the material covered in the workshop activity. However, there was no difference in overall performance on the exam between the two groups.10 wkUndergraduate students in a introductory biology classOpen in a separate window  相似文献   

Re: Misconceptions Are “So Yesterday!”     

Gregory J. Crowther  Rebecca M. Price 《CBE life sciences education》2014,13(1):3-5

A response to Maskiewicz and Lineback''s essay in the September 2013 issue of CBE-Life Sciences Education.Dear Editor:Maskiewicz and Lineback (2013) have written a provocative essay about how the term misconceptions is used in biology education and the learning sciences in general. Their historical perspective highlights the logic and utility of the constructivist theory of learning. They emphasize that students’ preliminary ideas are resources to be built upon, not errors to be eradicated. Furthermore, Maskiewicz and Lineback argue that the term misconception has been largely abandoned by educational researchers, because it is not consistent with constructivist theory. Instead, they conclude, members of the biology education community should speak of preconceptions, naïve conceptions, commonsense conceptions, or alternative conceptions.We respectfully disagree. Our objections encompass both the semantics of the term misconception and the more general issue of constructivist theory and practice. We now address each of these in turn. (For additional discussion, please see Leonard, Andrews, and Kalinowski , “Misconceptions Yesterday, Today, and Tomorrow,” CBE—Life Sciences Education [LSE], in press, 2014.)Is misconception suitable for use in scholarly discussions? The answer depends partly on the intended audience. We avoid using the term misconception with students, because it could be perceived as pejorative. However, connotations of disapproval are less of a concern for the primary audience of LSE and similar journals, that is, learning scientists, discipline-based education researchers, and classroom teachers.An additional consideration is whether misconception is still used in learning sciences outside biology education. Maskiewicz and Lineback claim that misconception is rarely used in journals such as Cognition and Instruction, Journal of the Learning Sciences, Journal of Research in Science Teaching, and Science Education, yet the term appears in about a quarter of the articles published by these journals in 2013 (National Research Council, 2012 ).

Table 1.

Use of the term misconception in selected education research journals in 2013

Journal (total articles published in 2013a)	Articles using misconception (“nondisapproving” articles/total articles)	Articles using other terms
LSE (59)	23/24	Alternative conception (4)
		Commonsense conception (2)
		Naïve conception (1)
		Preconception (4)
Cognition and Instruction (16)	3/3	None
Journal of the Learning Sciences (17)	4/4	Commonsense science knowledge (1)
		Naïve conception (1)
		Prior conception (1)
Journal of Research in Science Teaching (49)	11/13	Commonsense idea (1)
		Naïve conception (1)
		Preconception (5)
Science Education (36)	10/11	Naïve conception (1)

Open in a separate window^aAs of November 25, 2013. Does not include very short editorials, commentaries, corrections, or prepublication online versions.A final consideration is whether any of the possible alternatives to misconception are preferable. We feel that the alternatives suggested by Maskiewicz and Lineback are problematic in their own ways. For example, naïve conception sounds more strongly pejorative to us than misconception. Naïve conception and preconception also imply that conceptual challenges occur only at the very beginning stages of learning, even though multiple rounds of conceptual revisions are sometimes necessary (e.g., see figure 1 of Andrews et al., 2012 ) as students move through learning progressions. Moreover, the terms preferred by Maskiewicz and Lineback are used infrequently (Smith et al. (1993) that they object to statements that misconceptions should be actively confronted, challenged, overcome, corrected, and/or replaced (Smith et al. (1993) argue on theoretical grounds that confrontation does not allow refinement of students’ pre-existing, imperfect ideas; instead, the students must simply choose among discrete prepackaged ideas. From Maskiewicz and Lineback''s perspective, the papers listed in Maskiewicz and Lineback (2013) as using outdated views of misconceptions^a

Article	Example of constructivist language	Example of language suggesting confrontation
Andrews et al., 2011	“Constructivist theory argues that individuals construct new understanding based on what they already know and believe.… We can expect students to retain serious misconceptions if instruction is not specifically designed to elicit and address the prior knowledge students bring to class” (p. 400).	Instructors were scored for “explaining to students why misconceptions were incorrect” and “making a substantial effort toward correcting misconceptions” (p. 399). “Misconceptions must be confronted before students can learn natural selection” (p. 399). “Instructors need to elicit misconceptions, create situations that challenge misconceptions.” (p. 403).
Baumler et al., 2012	“The last pair [of students]''s response invoked introns, an informative answer, in that it revealed a misconception grounded in a basic understanding of the Central Dogma” (p. 89; acknowledges students’ useful prior knowledge).	No relevant text found
Cox-Paulson et al., 2012	No relevant text found	This paper barely mentions misconceptions, but cites sources (Phillips et al., 2008 ; Robertson and Phillips, 2008 ) that refer to “exposing,” “uncovering,” and “correcting” misconceptions.
Crowther, 2012	“Prewritten songs may explain concepts in new ways that clash with students’ mental models and force revision of those models” (p. 28; emphasis added).	“Songs can be particularly useful for countering … conceptual misunderstandings.… Prewritten songs may explain concepts in new ways that clash with students’ mental models and force revision of those models” (p. 28).
Kalinowski et al., 2010	“Several different instructional approaches for helping students to change misconceptions … agree that instructors must take students’ prior knowledge into account and help students integrate new knowledge with their existing knowledge” (p. 88).	“One strategy for correcting misconceptions is to challenge them directly by ‘creating cognitive conflict,’ presenting students with new ideas that conflict with their pre-existing ideas about a phenomenon… In addition, study of multiple examples increases the chance of students identifying and overcoming persistent misconceptions” (p. 89).

Open in a separate window^aWhile these papers do not adhere to Smith et al.''s (1993) version of constructivism, they do adhere to the constructivist approach that advocates cognitive dissonance.Our own stance differs from that of Maskiewicz and Lineback, reflecting a lack of consensus within constructivist theory. We agree with those who argue that, not only are confrontations compatible with constructivist learning, they are a central part of it (e.g., Gilbert and Watts, 1983 ; Hammer, 1996 ). We note that Baviskar et al. (2009) list “creating cognitive dissonance” as one of the four main tenets of constructivist teaching. Their work is consistent with research showing that focusing students on conflicting ideas improves understanding more than approaches that do not highlight conflicts (e.g., Kowalski and Taylor, 2009 ; Gadgil et al., 2012 ). Similarly, the Discipline-Based Education Research report (National Research Council, 2012 , p. 70) advocates “bridging analogies,” a form of confrontation, to guide students toward more accurate ways of thinking. Therefore, we do not share Maskiewicz and Lineback''s concerns about the papers listed in Price, 2012 ). We embrace collegial disagreement.Maskiewicz and Lineback imply that labeling students’ ideas as misconceptions essentially classifies these ideas as either right or wrong, with no intermediate stages for constructivist refinement. In fact, a primary goal of creating concept inventories, which use the term misconception profusely (e.g., Morris et al., 2012 ; Prince et al., 2012 ), is to demonstrate that learning is a complex composite of scientifically valid and invalid ideas (e.g., Andrews et al., 2012 ). A researcher or instructor who uses the word misconceptions can agree wholeheartedly with Maskiewicz and Lineback''s point that misconceptions can be a good starting point from which to develop expertise.As we have seen, misconception is itself fraught with misconceptions. The term now embodies the evolution of our understanding of how people learn. We support the continued use of the term, agreeing with Maskiewicz and Lineback that authors should define it carefully. For example, in our own work, we define misconceptions as inaccurate ideas that can predate or emerge from instruction (e.g., Andrews et al., 2012 ). We encourage instructors to view misconceptions as opportunities for cognitive dissonance that students encounter as they progress in their learning.  相似文献   

Thanks!     

Erin L. Dolan 《CBE life sciences education》2014,13(4):573-574

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