Renewal of Teaching Methods in Physical Chemistry at University Level: the Assessment of a 10‐Year Experiment     

Henri Tachoire 《International Journal of Science Education》2013,35(1):63-68

Summaries

English

The author has been responsible for first and secondsemester courses in physical chemistry for more than 10 years. In one subject, which is studied by 100 to 250 students per year, he and some of his colleagues have introducedteaching methods which differ considerably from the classical ones.

Students working in small groups, the usage of prepared materials by the teaching staff, the integration of theoretical and directed teaching, the continual examinationof knowledge, the almost complete disappearance of coursestaught in a school‐masterly way have led to consequences which have had a positive influence on the relationship between the students and the teachers and on the quality of teaching.

In this article, the author presents an interim evaluation of the experiences gained in conducting the course.  相似文献   

The translucent cadaver: A follow‐up study to gauge the efficacy of implementing changes suggested by students     

Sanet Henriët Kotzé  Natasha Darné Driescher  Calvin Gerald Mole 《Anatomical sciences education》2013,6(6):433-439

In a study conducted in 2011, the use of full body digital X‐ray images (Lodox^® Statscan^®) and drawings were described for surface anatomy education during which suggestions were made by students on how to improve the method. Educational innovations should continuously be adjusted and improved to provide the best possible scenario for student learning. This study, therefore, reports on the efficacy of implementing some of these suggestions. Suggestions incorporated into the follow‐up study included: (1) The inclusion of eight strategically placed labeled digital X‐ray images to the dissection halls, (2) The placement of both labeled and unlabeled digital X‐ray images online, (3) The inclusion of informal oral questions on surface anatomy during dissection, (4) The requirement of students to submit individual drawings in addition to group drawings into their portfolios, and (5) Integrating information on how to recognize anatomical structures on X‐rays into gross anatomy lectures given prior to dissection. Students were requested to complete an anonymous questionnaire. The results of the drawings, tests and questionnaires were compared to the results from the 2011 cohort. During 2012, an increased usage of the digital X‐rays and an increase in practical test marks in three out of the four modules (statistically significant only in the cardiovascular module) were reported. More students from the 2012 cohort believed the images enhanced their experience of learning surface anatomy and that its use should be continued in future. The suggested changes, therefore, had a positive effect on surface anatomy education. Anat Sci Educ 6: 433–439. © 2013 American Association of Anatomists.  相似文献   

Educación y psicología     

Henri Wallon 《Infancia y Aprendizaje》2013,36(3):79-84

RESUMEN

El papel de la enseñanza sigue líneas distintas en los países capitalistas y en los socialistas. La tendencia del régimen capitalista parece ser la constitución de categorías sociales y esto repercute en las instituciones de enseñanza; la especialización es el objetivo. Pero el fin de la educación debe ser desarrollar al máximo el potencial de cada individuo. Este es el método de los educadores de los países socialistas, que se caracteriza por una educación integral que debe poner a disposición de todo ser humano toda la cultura de su tiempo. Se describen varias experiencias en escuelas soviéticas para la comprensión y desarrollo de las operaciones intelectuales. Se destaca la importancia de la figura del psicólogo escolar a la hora de analizar posibles deficiencias de una función superior en el aprendizaje.  相似文献   

Legislation for library and information services in French-speaking Africa revisited     

Marcel Lajeunesse  Henri Sne 《International Information and Library Review》2004,36(4):586

The aim of this article is to review the situation regarding legislation on library and information services, and in particular, the changes that have taken place over the past 20 years in French-speaking African countries. Our study concerns 24 African countries, located in North Africa (Algeria, Morocco, Tunisia), West Africa (Benin, Burkina Faso, Guinea, Ivory Coast, Mali, Mauritania, Niger, Senegal, Togo), as well as East and Central Africa (Burundi, Cameroon, Central African Republic, Chad, Congo, Democratic Republic of Congo, Gabon, Rwanda), Djibouti, the Comoros, Madagascar and Seychelles.The institutions examined in this study are primarily national libraries and documentation centres. Nevertheless, we will also look at legislative decisions affecting national information systems and public and university libraries, as well as some decisions governing the practice of the librarian profession.The main changes that took place over the past two decades concern the setting up of international Francophone institutions and the support provided to information and library infrastructures in developing countries. We also note a definite improvement in documentation systems, due largely to a greater priority placed on information and the action of professionals trained in library science faculties and colleges, who continue to promote the need for adequate legislation to ensure well-performing institutions.  相似文献   

Maternal Depressive Symptoms During the Pre- and Postnatal Periods and Infant Attention to Emotional Faces     

Eeva-Leena Kataja  Linnea Karlsson  Jukka M. Leppänen  Juho Pelto  Tuomo Häikiö  Saara Nolvi  Henri Pesonen  Christine E. Parsons  Jukka Hyönä  Hasse Karlsson 《Child development》2020,91(2):e475-e480

We examined how infants’ attentional disengagement from happy, fearful, neutral, and phase-scrambled faces at 8 months, as assessed by eye tracking, is associated with trajectories of maternal depressive symptoms from early pregnancy to 6 months postpartum (decreasing n = 48, increasing n = 34, and consistently low symptom levels n = 280). The sample (mother–infant dyads belonging to a larger FinnBrain Birth Cohort Study) was collected between 5/2013–6/2016. The overall disengagement probability from faces to distractors was not related to maternal depressive symptoms, but fear bias was heightened in infants whose mothers reported decreasing or increasing depressive symptoms. Exacerbated attention to fearful faces in infants of mothers with depressive symptoms may be independent of the timing of the symptoms in the pre- and postnatal stages.  相似文献   

Educational needs of the 16–19 age group: A sociological perspective     

Henri Janne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1975,21(2):127-148

This paper attempts to draw a sociological profile of young people in Europe between 15–19 years of age. It points out changes in the socialisation functions of the three institutions, family, school and peer group.The second half of the article surveys quantitative aspects of the educational performance of this age group, pointing out similarities and dissimilarities between the various European countries.The final part is concerned with the effects of inequality of opportunity (socio-cultural, sex-based, and regional) on educational achievement. It is evident that education for this age group is in a state of ferment — new aspects include: the growing importance attached to guidance, the abolition of traditional types of examinations in many countries, the individualisation of instruction, the increased emphasis on technological training, and the greater range of options.

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Zusammenfassung In diesem Aufsatz wird versucht, ein soziologisches Bild von Fünfzehn- bis Neunzehnjährigen in Europa zu geben. Dabei wird auf die Wandlungen der Sozialisierungsfunktionen der drei Einrichtungen — Familie, Schule und Kameraden — hingewiesen.Im zweiten Teil bringt der Artikel einen Überblick über die quantitativen Aspekte der Erziehung dieser Altersgruppe, wobei die Ähnlichkeiten und Unterschiede zwischen den verschiedenen europäischen Ländern gezeigt werden.Zum Schluss folgt eine Auseinandersetzung mit den Auswirkungen der (soziokulturellen, geschlechts-bedingten und regionalen) Chancen-Ungleichheit im Bildungsbereich. Offensichtlich befindet sich die Erziehung dieser Altersgruppe in einem Gärungsprozess — zu den neuen Aspekten gehören: die zunehmende Bedeutung der Bildungsberatung, die Abschaffung traditioneller Prüfungsmethoden in vielen Ländern, die Individualisierung des Unterrichts, die wachsende Betonung der technischen Ausbildung und das grössere Angebot an Wahlfächern.

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Résumé Cet article s'efforce de dresser un profil sociologique des jeunes Européens de 15 à 19 ans, et met en évidence les changements qui se sont opérés dans les fonctions de socialisation des trois institutions: la famille, l'école et les camarades.La seconde moitié de l'article passe en revue les aspects quantitatifs du rendement éducatif de ce groupe d'âge, établissant similitudes et différences entre les divers pays européens.La dernière partie traite les effets de l'inégalité des chances (socio-culturelles, sexuelles et régionales) sur le rendement en éducation. Il apparaît clairement que l'éducation pour ce groupe d'âge est dans un état de fermentation; les nouveaux aspects comprennent: l'importance croissante accordée à l'orientation, l'abolition des types traditionnels d'examens dans de nombreux pays, l'individualisation de l'enseignement, davantage d'accent mis sur la formation technologique et la gamme plus étendue des options.

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Recherches dans l'education en France     

Henri Canac  Louis Legrand  Maurice Reuchlin 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(3):325-331

Sans résumé  相似文献   

Integrating Physics and Literacy Learning in a Physics Course for Prospective Elementary and Middle School Teachers     

Emily H. van Zee  Henri Jansen  Kenneth Winograd  Michele Crowl  Adam Devitt 《Journal of Science Teacher Education》2013,24(4):665-691

The ability to listen closely, speak clearly, write coherently, read with comprehension, and to create and critique media offerings in science contexts is essential for effective science teaching. How might instructors develop such abilities in a physics course for prospective elementary and middle school teachers? We describe here such a course, involving collaboration among physics, science education, and literacy faculty members and two graduate assistants. Meeting twice a week for 10 weeks, the course emphasized questioning, predicting, exploring, observing, discussing, writing, and reading in physical science contexts. We report common themes about aspects that fostered or hindered science and literacy learning, changes in views about science teaching and learning, and positive shifts in interest in science and intended teaching practices.  相似文献   

International trends in health science librarianship: Part 2--Northern Europe     

Dollfuss H  Bauer B  Declève G  Verhaaren H  Utard-Wlerick G  Bakker S  Leclerq E  Murphy J 《Health information and libraries journal》2012,29(2):166-171

This is the third in a series of articles exploring international trends in health science librarianship in the first decade of the 21st century. The invited authors were asked to reflect on developments in their country--viz. Austria, Belgium, France and the Netherlands. Future issues will track trends in the Nordic countries, Southern Europe and Latin America. JM.  相似文献   

A conceptualisation of whole‐class scaffolding     

Jantien Smit  Henriëtte A. A. van Eerde  Arthur Bakker 《British Educational Research Journal》2013,39(5):817-834

The concept of scaffolding refers to temporary and adaptive support, originally in dyadic adult–child interaction. It has become widely used, also in whole‐class settings, but often in loose ways. The aim of this paper is to theoretically and empirically ground a conceptualisation of whole‐class scaffolding so that it remains close to the origin of the scaffolding concept, but also provides scope for features not salient in one‐to‐one interaction. Drawing an analogy with Vygotsky's concept of Zone of Proximal Development we argue why the extension to whole‐class settings is justified. We further distinguish three key characteristics for whole‐class scaffolding—diagnosis, responsiveness and handover to independence—and illustrate these with examples from a teaching experiment focusing on whole‐class scaffolding language in a multilingual mathematics classroom (age 10–12). The empirical data led to a metaphorical distinction between online and offline enactment of key characteristics, during respectively outside whole‐class interaction. Diagnoses can namely also be made outside lessons, for instance by reading pupils' work; responsiveness can also be realised in adapting instructional activities; and handover to independence can also be fostered in the design of lessons. In addition to this layered nature (online vs. offline), whole‐class scaffolding is often distributed over time. Finally, whole‐class scaffolding is cumulative with pupils' independence emerging as the cumulative effect of many diagnostic and responsive actions over time. We suggest these three features are at the core of whole‐class scaffolding that is deliberately employed to foster long‐term learning processes.  相似文献