Diversite culturelle et linguistique en Afrique francophone     

Jacques Champion 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1978,24(3):361-364

Sans résuméCette Communication a été présentée au 3e Congrès mondial des Sociétés d'Education Comparée, Londres, 28 juin–2 juillet 1977.  相似文献   

Developmental changes in the comparison of decimal fractions     

Laetitia Desmet  Jacques Grégoire  Christophe Mussolin 《Learning and Instruction》2010,20(6):521-532

Learning about decimal fractions is difficult because it requires an extension of the number concept built on natural numbers. The aim of the present study was to investigate developmental changes in children's misconceptions in decimal fraction processing. A large sample of children from Grades 3 to 6 performed a numerical comparison task on different categories of pairs of decimal fractions. The success rate and the type of error they made varied with age and categories. We distinguished the impact of the value of the digits from the impact of the length of the fractional part on children's pattern of responses. Although both kinds of impact affected the success rate, the digit values had a stronger impact and were mastered later than the length. Our results also showed that a zero just after the decimal point was understood better and earlier than a zero at the end of the fractional part of a number. Cluster analysis was conducted to determine groups of children who answered similarly regarding the response type across the various categories of decimal fractions. To interpret the data the conceptual change framework was used.  相似文献   

Training preservice teachers rapidly: The need to articulate the training given by university supervisors and cooperating teachers     

Sébastien Chaliès  Françoise Bruno-Méard  Jacques Méard  Stéfano Bertone 《Teaching and Teacher Education》2010

This study evaluated the impact of a specific program on the training of preservice teachers; the program consisted of alternating periods of “condensed” and autonomous classroom work and training sequences with university supervisors and cooperating teachers in order to prepare for these practical work periods. Borrowing from an original theoretical conceptualization of teacher training and professional development based on the postulates of Wittgenstein's analytical philosophy (In G.E.M. Anscomb and G.H. Von Wright (Eds.). (1996). Remarques philosophiques [Philosophical Investigations]. Oxford: Blackwell.), this study (i) examined the circumstances in which preservice teachers are able to use experiences from training situations for professional growth in the training situations and/or in later classroom situations and (ii) proposes ideas for articulating the training work of university supervisors and cooperating teachers.  相似文献   

Resisting the sirens of temptation while studying: Using reappraisal to increase focus,enthusiasm, and performance     

Véronique Leroy  Jacques Grégoire  Eran Magen  James J. Gross  Moïra Mikolajczak 《Learning and individual differences》2012,22(2):263-268

One of the major obstacles in the learning process is temptation, which has the power to divert students from even their most important goals (e.g. getting a degree). In two studies, we tested the hypothesis that cognitive reappraisal could be used to successfully resist temptation. Participants had to memorize tedious material while being tempted by pictures pasted on the wall (Study 1) or by funny clips on the television (Study 2). In Study 1, compared to a control group, participants who were instructed to reappraise the task as an opportunity to improve their memory (1) were less tempted by the pictures, (2) maintained their enthusiasm for the task, and (3) showed better performance in a subsequent memory test. Study 2 replicated and extended the findings from Study 1, showing that cognitive reappraisal is effective whether the target of reappraisal is the temptation itself, or the longer term goal. Taken together, our findings provide compelling evidence that cognitive reappraisal (of either the task or the temptation) may be a useful tool for increasing students' task performance and enthusiasm.  相似文献   

The explanatory production among fourth-graders to ninth-graders: Impact of institutional and social demands on the development of unstable internal causality     

Jacques Py  Stéphane Jouffre 《European Journal of Psychology of Education - EJPE》2009,24(3):307-323

The causal explanation has an effect: (1) on expectancy and value at an intra-individual level (Weiner, 2000); (2) on feeling and affective evaluation at an interpersonal level (Weiner 2000); and (3) on institutional judgment at an organizational level (Dubois, 2003). A study was conducted with pupils between the 4th and 9th grades in order to explore how evident these constraints are in the production of causal explanations in response to daily events The analyses of variance performed on the number of explanations produced (for each type of explanation — internal stable, internal, unstable, external stable and external unstable) indicated, firstly, that the number of explanations of all four types increased with school grade. Secondly, academic events elicited more internal unstable explanations and did so to a greater extent as school grade increased. They also elicited more internal stable explanations and fewer external (stable or unstable) explanations than non-academic events. Thirdly, pupils produced more internal stable explanations in response to positive compared to negative events, whereas the reverse was observed for internal unstable explanations. These results are discussed in reference to the two constraints involved in explanations of daily events: an organisational constraint relating to the existence of social valorization of internal explanations and an intra-individual constraint bound to the preservation of self-esteem.  相似文献   

Protective effect of endolithic fungal hyphae on oolitic limestone buildings     

Nicolas Concha-Lozano  Pierre Gaudon  Jacques Pages  Gisel de Billerbeck  Dominique Lafon  Olivier Eterradossi 《Journal of Cultural Heritage》2012,13(2):120-127

This study presents characterizations of weathering forms of the same oolitic limestone from four quarries and eight monuments exposed on various environmental conditions focusing on the waterproofing effect of endolithic organic matter. Patinas were analyzed by X-ray diffraction (XRD), scanning electron microscopy with energy dispersive X-ray spectrometry (SEM-EDX), capillarity coefficient through weathered and unweathered sides, gypsum content and porous network morphology by epoxy resin molding. Study of weathering forms on old quarries indicates that lichens colonization (Verrucaria nigrescens and Caloplaca aurantia) can fill the superficial porous network with a dense network of lichenised fungal hyphae. Capillary coefficient measurement on natural and calcinated samples showed that endolithic organic matter can waterproof the stone and could act as a sulfate contamination barrier. Similar endolithic organic layer due to ancient lichens growth are found on some antique monuments of the Nîmes downtown and could explain their well-preserved state, unlike decayed 19th century churches that were never colonized by lichens.  相似文献   

Science in the arab middle east     

Jacques Waardenburg 《Minerva》1970,8(1-4):451-453

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Le fonctionnement de l’enfant en classe: Discussion     

Fijalkow  Jacques 《European Journal of Psychology of Education - EJPE》1988,3(1):107-107

European Journal of Psychology of Education -  相似文献   

Analyse d'un programme d'electromecanique en ses concepts et principes physiques: Methode et application     

Richard Gagnon  Jacques Besançon  Pascale Jean 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1989,35(3):305-327

Résumé L'intérêt va grandissant, dans de nombreux pays occidentaux, quant à l'utilité des connaissances scientifiques en formation professionnelle et technique. Par ailleurs, on y tend aussi, de plus en plus, à une formulation par objectifs des programmes scolaires en vue d'un rapprochement avec les tâches réelles du monde du travail. Afin de déterminer les connaissances nécessaires, une méthode générale d'analyse de programmes de formation professionnelle formulés par objectifs a été développée. Elle permet l'identification des concepts et principes scientifiques et mathématiques minimalement exigés par l'atteinte des objectifs d'apprentissage, d'en établir l'importance et d'en préciser le degré d'approfondissement requis. Elle fut utilisée pour déterminer les concepts physiques essentiels à la section Mécanique industrielle (625 heures) d'un programme d'Electromécanique de systèmes automatisés. Les résultats révèlent la présence de 41 concepts requis pendant un total de 2.452,5 heures. Un groupe restreint d'entre eux est particulièrement important.

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In many Western countries there is growing interest in the usefulness of scientific knowledge in vocational and technical training. Moreover, there is an increasing tendency in these countries to formulate objectives within teaching programmes, in order to come closer to the real tasks of the world of work. To determine what knowledge is required, a general method of analysing objective-based vocational training programmes was developed. This allows the identification of the minimum scientific and mathematical concepts and principles which are necessary to reach the learning objectives, and the establishment of their relative significance and the requisite level of detail. It has been used to determine the essential physical concepts of the industrial mechanics section (625 hours) of a programme on the electromechanics of automated systems. The results reveal the existence of 41 concepts needed for a total of 2,452.5 hours. A limited group of these is of particular importance.

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Zusammenfassung In vielen Ländern der westlichen Welt wächst das Interesse an der Verwendbarkeit wissenschaftlicher Kenntnisse in der beruflichen und technischen Ausbildung. Darüberhinaus gibt es eine zunehmende Tendenz in diesen Ländern, innerhalb der Lehrprogramme solche Ziele zu formulieren, die den tatsächlichen Erfordernissen der Arbeitswelt eher gerecht werden. Um festzustellen, welche Kenntnisse dazu notwendig sind, wurde eine allgemeine Methode zur Analyse zielgerichteter Berufsausbildungsprogramme entwickelt. Sie ermöglicht es, das Minimum an wissenschaftlichen und mathematischen Begriffen und Prinzipien zu erkennen und ihre relative Bedeutung und das erforderliche Maß an Genauigkeit festzustellen. Sie wurde angewandt, um die wichtigsten physikalischen Begriffe für die Abteilung Industriemechanik (625 Stunden) zu ermitteln in Bezug auf ein Programm zur Elektromechanik automatisierter Systeme. Die Ergebnisse zeigen, daß es 41 Begriffe sind, die für eine Gesamtanzahl von 2.452,5 Stunden gebraucht werden. Eine begrenzte Anzahl von ihnen ist von besonderer Bedeutung.

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R. Gagné et L.P. Leclerc, du département de didactique de l'Université Laval, sont également co-auteurs de cet article. Pour des raisons bibliographiques, LaRevue Internationale de Pédagogie limite à trois le nombre des auteurs nommés. Nous remercions Jasmin Côté pour sa contribution à la phase initiale des travaux et Alcide Brisson pour sa participation à certains aspects de l'analyse. Nous remercions également le Ministère de l'Enseignement supérieur et de la Science pour son aide financière dans le cadre du programme RDF.  相似文献   

L’Intégration de Nouvelles Connaissances: Entre Arithmétique et Algèbre     

Evelyne Cauzinille-Marmèche  Jacques Mathieu  Lauren Resnick 《European Journal of Psychology of Education - EJPE》1987,2(1):41-56

This study analyses students integration of new knowledge in the domain of elementary algebra, which is based on arithmetics, but differs from it in a number of ways. Subjects aged between 11 and 16 years were presented with a task which consisted in evaluating equivalence of either numerical or algebraic isomorphic expressions. The results indicate that the context plays an important role in determining the choice of a strategy of comparison. In evaluating algebric expressions, students use formal rules. The observed errors derive from over-generalisation of prototypical rules and their conditions of application. In the case of numerical expressions, the dominant strategies are re-writing procedures: these may or may not be followed by quantitative evaluations of the resulting expressions. Errors are less frequent, but our analyses show that the semantics of the procedures are not always well understood. In sum, students posses a fair amount of knowledge of various kinds, but this knowledge is not well integrated or interrelated. Hence their knowledge base is not very stable and can easily become deformed.  相似文献