Reading and spelling acquisition in two different teaching methods: A test of the independence hypothesis     

Jacqueline Leybaert  Alain Content 《Reading and writing》1995,7(1):65-88

The development of word reading and word spelling was examined in French speaking children initially instructed either by a phonic or a whole-word method. Second, fourth and sixth graders were administered to reading and spelling tests in which grapho-phonological regularity, frequency, length and lexicality were manipulated. The results showed that in both curricula, reading and spelling acquisition can be characterized by a parallel increase in the use of sub-lexical correspondences and in the reliance on word-specific information. Contrary to a simple view of lexical development according to which the use of analytical knowledge and the use of word-specific knowledge correspond to two different cognitive processes that develop independently from each other, whole-word children did not appear to rely more on whole-word knowledge. On the contrary, and paradoxically, grade 2 whole-word children tended to use analytical correspondences to a greater extent than their peers. In later development, reading matched phonic and whole-word groups did not differ from each other. It is argued that the results support the hypothesis that the acquisition of sub-lexical correspondences constitutes a necessary step in the acquisition of reading and spelling. We conclude that the analytic comparison of different curricula provides a naturalistic tool for the study of the dynamics of development.  相似文献   

Acids and Bases: The Appropriation of The Arrhenius Model by Tunisian Grade 10 Students     

Latifa Ouertatani  Alain Dumon  Malika Ayadi Trabelsi  Mohamed Soudani 《International Journal of Science and Mathematics Education》2007,5(3):483-506

In this work, we propose to identify the knowledge that Tunisian grade 10 students build up concerning acids and bases. Thus, after learning, we have proceeded by giving a paper and pencil task to students of two levels of teaching. The results obtained allow us to say that the assimilated knowledge is transitory; that the students have a worse perception of the base than of the acid concept and these two concepts are independent; that they associate the acid or base strength to its concentration; that the pH is far from being a “tool” of estimation of the degree of acidity; and that the students have difficulty in linking the empirical and the models’ registers. Moreover, some alternative conceptions that can be harmful to the learning of Brønsted’s model appear.  相似文献   

French research into the didactics and technology of physical activities and sportes: An expanding new field     

David  Bernard  Bouthier  Daniel  Marsenach  Jackie  Durey  Alain 《Instructional Science》1999,27(1-2):147-163

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Larger strength losses and muscle activation deficits in plantar flexors induced by backward downhill in reference to distance-matched forward uphill treadmill walk     

Olivier Girard  Sébastien Banzet  Nathalie Koulmann  Mounir Chennaoui  Catherine Drogou  Hakim Chalabi 《European Journal of Sport Science》2018,18(10):1346-1356

We tested the hypothesis that backward downhill walking (eccentric component) impairs both voluntary activation and muscle contractile properties in the plantar flexors and delays recovery as compared to a gradient and distance-matched uphill walk. Fourteen males performed two 30-min walking exercises (velocity: 1?m/?s; grade: 25%; load: 12% of body weight), one downhill (DW) and one uphill (UP), in a counterbalanced order, separated by 6?weeks. Neuromuscular test sessions were performed before, after, 24-, 48- and 72-h post-exercise, including motor nerve stimulations during brief (5?s) and sustained (1?min) maximal isometric voluntary contractions of the plantar flexors. DW (?18.1?±?11.1%, P?P?=.15), decreased torque production during brief contractions for at least three days post-exercise (P?P?P?=?.024) and DW (?25.6?±?10.3%, P?P?=?.001) was lower in DW than UP. Peak twitch torque and maximum rates of torque development and relaxation were equally reduced after UP and DW (P?P?P?>?.05). Using a direct comparison, the capacity to drive the plantar flexors during sustained contractions remains sub-optimal during the three-day recovery period in response to non-exhaustive, downhill backward walking in reference to an uphill exercise matched for distance covered.  相似文献   

Acceptance of learning management system: The case of secondary school teachers     

Alain Stockless 《Education and Information Technologies》2018,23(3):1101-1121

There are many ICT tools that teachers can use to support teaching and learning. In recent years, Learning Management Systems (LMSs) have been present in most higher education institutions. However, the availability of LMSs in K-12 is more recent. Furthermore, we believe that LMSs are promising even for K-12 teachers in face-to-face learning contexts because they have many educational features that can support learning with students. The goal of this study is 1) to identify the factors that influence the acceptability of the LMS by teachers, 2) to see if teachers’ ICT use influences their intention to use the LMS, and finally 3) to see if teachers’ ICT use influences their perception of the affordances of LMS educational features. The LMS in our study was introduced in a school board of more than 35,000 students and approximately 2400 teachers. To study the acceptability of the LMS, we used the Technology Acceptance Model. The results obtained from the show that the perception of usefulness is a good predictor of the intent to use the LMS. As for ICT use and the affordances of LMS educational features, the results show that they are not a good predictor of the intention to use.  相似文献   

Sprint mechanical differences at maximal running speed: Effects of performance level     

Giorgios P Paradisis  Athanassios Bissas  Panagiotis Pappas  Elias Zacharogiannis  Apostolos Theodorou  Olivier Girard 《Journal of sports sciences》2013,31(17):2026-2036

ABSTRACT

As the effect of performance level on sprinting mechanics has not been fully studied, we examined mechanical differences at maximal running speed (MRS) over a straight-line 35 m sprint amongst sprinters of different performance levels. Fifty male track and field sprinters, divided in Slow, Medium and Fast groups (MRS: 7.67 ± 0.27 m?s^?1, 8.44 ± 0.22 m?s^?1, and 9.37 ± 0.41 m?s^?1, respectively) were tested. A high-speed camera (250 Hz) recorded a full stride in the sagittal plane at 30–35 m. MRS was higher (p < 0.05) in Fast vs. Medium (+11.0%) and Slow (+22.1%) as well as in Medium vs. Slow (+10.0%). Twelve, eight and seven out of 21 variables significantly distinguished Fast from Slow, Fast from Medium and Medium from Slow sprinters, respectively. Propulsive phase was signi?cantly shorter in Fast vs. Medium (?17.5%) and Slow (?29.4%) as well as in Medium vs. Slow (?14.4%). Fast sprinters had significantly higher vertical and leg stiffness values than Medium (+44.1% and +18.1%, respectively) and Slow (+25.4% and +22.0%, respectively). MRS at 30–35 m increased with performance level during a 35-m sprint and was achieved through shorter contact time, longer step length, faster step rate, and higher vertical and leg stiffness.  相似文献   

Les limites de l’atomisme enfantin; expérimentation d’une démarche d’elaboration d’un modèle particulaire par des elèves de collège     

Martine Méheut  Alain Chomat 《European Journal of Psychology of Education - EJPE》1990,5(4):417-437

We present a teaching sequence aimed at helping pupils (13–14 years) to put into practice the activities of building and using models. Objects (particles) characterised by invariant properties (shape, dimensions, mass) are proposed as the basic elements for building models. We hypothesised that the invariance of the properties of particles would lead pupils to introduce a variability in relations between particles in order to take into account the tranformations observed. The designed learning sequence includes activities for the production of iconic representations, discussion of the relevance of these representations in relation to the phenomena observed and the use of such representations as a predictive tool. The results show the various stages in establishing the meaning of the initial axiom; they enable us to discuss the hypotheses underlying this teaching-learning sequence.  相似文献   

Intrafamilial sexual abuse: brother-sister incest does not differ from father-daughter and stepfather-stepdaughter incest     

Cyr M  Wright J  McDuff P  Perron A 《Child abuse & neglect》2002,26(9):957-973

OBJECTIVE: Three groups of girls who were sexually abused (by either brothers, fathers, or stepfathers) were compared. The purpose was to identify the differing characteristics of the abuse, the family environments, and the psychosocial distress of these children. METHOD: Seventy-two girls aged between 5 and 16 were assigned to one of the three groups. Subjects were matched between groups on the basis of their actual age. Children completed measures of traumatic stress; their mothers completed the Child Behavior Checklist-Parent Report Form (CBCL) and other self-report questionnaires on family characteristics. Workers in child protective services completed information regarding the nature and severity of the abuse. RESULTS: Results suggested few differences in the characteristics of sexual abuse between the three groups. However, penetration was much more frequent in the sibling incest group (70.8%) than in the stepfather incest (27.3%) or father incest (34.8%) groups. Ninety percent of the victims of fathers and brothers manifested clinically-significant distress on at least one measure, whereas 63.6% of stepfather victims did. Compared with father and stepfather perpetrators, brothers were raised in families with more children and more alcohol abuse. CONCLUSIONS: The authors conclude that the characteristics of brother-sister incest and its associated psychosocial distress did not differ from the characteristics of father-daughter incest These findings suggest that theoretical models and clinical practices should be adjusted accordingly and that sibling incest should not necessarily be construed as less severe or harmful than father-daughter incest.  相似文献   

Book reviews     

Wolfgang Kreft  Alain Mingat  Richard Bates  Anne Marie Goguel  Hans-Josef Wagner  Friedhelm E. Zanter  Colin Titmus  Tjeerd Plomp 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1989,35(2):235-246

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Developing Children's Understanding of Fractions: An Intervention Study     

Florence Gabriel  Frédéric Coché  Dénes Szucs  Vincent Carette  Bernard Rey  Alain Content 《Mind, Brain, and Education》2012,6(3):137-146

Fractions constitute a stumbling block in mathematics education. To improve children's understanding of fractions, we designed an intervention based on learning‐by‐doing activities, which focused on the representation of the magnitude of fractions. Participants were 292 Grade 4 and 5 children. Half of the classes received experimental instruction, while the other half pursued their usual lessons. For 10 weeks, they played five different games using cards representing fractions (e.g., Memory and Blackjack). Wooden disks helped them represent and manipulate fractions while playing games. Our results showed an improvement in the conceptual understanding of fractions. The findings confirmed that the usual practice in teaching fractions is largely based on procedural knowledge and provides only minimal opportunities for children to conceptualize the meaning and magnitude of fractional notations. Furthermore, our results demonstrate that a short intervention inducing children to manipulate, compare, and evaluate fractions improves their ability to associate fractional notations with numerical magnitude.  相似文献