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Fischer Jean-Paul Sander Emmanuel Sensevy Gérard Vilette Bruno Richard Jean-François 《European Journal of Psychology of Education - EJPE》2019,34(2):439-456
European Journal of Psychology of Education - Ensuring students correctly understand the notion of equality is a fundamental problem in teaching mathematics. Is it possible to teach arithmetic in... 相似文献
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According to Vygotsky's theory of development and its instructional applications, a good way to increase students' knowledge
and cognitive abilities is to organise at school co-operative and co-elaborative learning situations. Under some conditions,
when students interact, the process of sharing problem-solving procedures results in reorganising and developing their own
cognition. But, given that such co-resolution interactive settings can lead to students' individual cognitive progress, we
need to explain how. The main aim of this article is to present a theoretical and methodological system to analyse the socio-cognitive
processes within an interaction. A pragmatic interlocutory theory, founded on the theory of speech acts, is used and tested
with a small group of students involved in solving a mathematical problem at school. Hypotheses about mechanisms of progress
invoke the role of semiotic mediations, via speech acts, as a vehicle as well as a tool for sharing the meaning of linguistic
signs (construction of intersubjectivity). Thanks to the double function of language signs (communicative and representative)
and to the individual internalisation of shared processes, students become able to (re-) organise their thoughts and to increase
not only knowledge, but also cognitive and metacognitive tools.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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Jean-Paul Fox 《School Effectiveness & School Improvement》2013,24(3-4):261-280
The recent development of multilevel IRT models (Fox & Glas, 2001, 2003) has been shown to be very useful for analyzing relationships between observed variables on different levels containing measurement error. Model parameter estimates and their standard deviations are concurrently estimated taking account of measurement error in observed variables. The multilevel IRT models are, in particular, useful in the analysis of school effectiveness research data since hierarchical structured educational data are subject to error. By re-examining some school effectiveness studies, the basic aspects of this new model and consequences of measurement error are shown. 相似文献
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Jean-Paul Martinon Author Vitae 《Museum Management and Curatorship》2006,21(2):157-167
Throughout the 28th century, numerous philosophers of history and time have questioned the most ingrained of all our beliefs: does time progress in a linear way and is the future simply the next chapter in this narrative?2 This essay proposes to rethink the future of museums outside of this narrative structure, one for which the future is reduced to words such as projection, prediction and prophecy. It asks: in an age of globalisation, can the museum still think of the future as the outcome of a chronological narrative? This essay takes one recent attempt (by the philosopher Catherine Malabou) to destabilise—again—this belief, and proposes to reveal the impact that this attempt could have on the museum's understanding of time and its place within it. 相似文献
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In a detailed comparison of matched samples of electronics establishments in Britain and France, this paper finds that the two samples of establishments were operating in distinctively different national labour markets for engineers and scientists, reflecting structural differences in national higher education systems and a far higher level of individual mobility between enterprises in Britain than is found in France. These differences were found to have very little effect on quantitative measures of establishments’ external research interactions which tended to reflect other national-institutional differences such as continued government support for public laboratories in France of a kind which have now been largely privatised in Britain. However, qualitative evidence pointed to a faster rate of development of new external knowledge sourcing and relationship building in Britain which was partly stimulated by the greater mobility of individual engineers and scientists between enterprises and other organisations bringing new personal networks of external contacts with them. These tendencies contrasted with a marked stability in external research linkages in France. The paper suggests that the greater openness of British R&D networks to new ideas and knowledge may be particularly advantageous in fast-changing high-tech industries such as electronics. 相似文献
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Christine Bocéréan Jean-Paul Fischer André Flieller 《European Journal of Psychology of Education - EJPE》2003,18(4):405-424
This study contributes to the debate about the Flynn effect by proposing a long-term comparison (1921–2001) of the numerical
knowledge of two cohorts of three- to five-and-a-half year-old children. In 1921, Beckmann (1923) assessed the numerical development
of children using four tasks (Production, Distinction, Recognition, and Naming). In 2001, we used these same tasks to test
400 children equally divided into five age groups spaced six months apart. The main results are as follows: (1) the order
of difficulty of the four tasks was the same in 2001 and 1921; (2) the 2001 cohort significantly outperformed the 1921 cohort
with an advance in numerical development ranging from six months to one year, depending on the task; (3) the superiority of
the 2001 children showed up by the age of 3; (4) the magnitude of the rise in scores varied across tasks (the greatest gain
was found for the Naming task); and (5) the children in the two cohorts used the same number-evaluation strategies, but the
2001 children used more mature strategies on the Naming task than did same-age 1921 children, particularly subitizing for
apprehending small numbers. The rise in scores seems to correspond to a genuine gain in numerical ability, apparently promoted
by parental child-raising practices (cross-generational transmission). 相似文献
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Jean-Paul Hautecoeur 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,17(2):407-426
The article presents a retrospective history of the ALPHA series of publications. This action-research project (later called "cooperative research") on literacy and basic education is divided into three periods of seven years each. The first one, "Construction", involved assisting the nascent literacy movement in Québec and Canada by given it a theoretical, critical and ideological basis. In the second period, "Ruptures", the project distanced itself somewhat from the literacy movement, whose success, according to the author, was dubious. During the same period ALPHA systematised its critical function and internationalised its field of research. The third phase, "Wanderings", involved a different research paradigm, in which the project explored basic education at community level in connection with local development initiatives. This biographical/autobiographical account ends with the last publication ALPHA 2000, evincing an ecological vision for alternative education and sustainable communities, partly documented in the Arab countries. 相似文献