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Three experiments have been devoted to the application of the methodology developped by Anderson, N. H. (1981, 1982) in the framework of the Information Integration Theory to the problem of the mastery by children (14 old) of the relations between the notions of mass, volume and volumic mass. It appears that, having to judge of the mass values of diverses objects from given values of volume and volumic mass, a majority of pupils are able to take account of the positive link between the mass on the one part and the volume and the volumic mass on the other part but apply an additive type integration rule. However, a minority of pupils are able to apply a normatively correct multiplicative rule. Concerning the judgements of volume values from given mass and volumic mass values, and the judgements of volumic mass values from given mass and volume values, a majority of pupils apply a soustractive integration rule. In these two cases however the integration patterns are extremely variegated. The relation between the algebraic level of analysis of the judgement data and an information processing level of analysis of the same data is discussed. The use by teachers of the paradigm presented in the study with the aim of improving upon the current evaluation methods is proposed. 相似文献
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Niek Wuyts Dorine Bruneel Myriam Meyers Etienne Van Hoof Leander De Vos Greet Langie 《European Journal of Engineering Education》2015,40(4):400-409
The Master of Science in engineering technology: biochemical engineering is organised in KU Leuven at four geographically dispersed campuses. To sustain the Master's programmes at all campuses, it is clear that a unique education profile at each campus is crucial. In addition, a rationalisation is required by increased cooperation, increased exchange of lecturers, and increased student mobility. To achieve this, a multicampus education system for the M.Sc. in engineering technology: biochemical engineering was developed by offering modules that are also available for students of other campuses. Such a module is primarily based on the research expertise present at the campus. In the development, special attention has been given to the optimal organisation of the modules, evaluation, required modifications of the current curricula, and the practical consequences for students following the module at another campus. Even in the first year of implementation, around 30% of the students followed a multicampus module, which indicates the potential success of the multicampus concept described here. 相似文献
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The synchrotron characterisation of archaeological and heritage materials has undergone a steep development in the past years, among a range of other advanced characterisation techniques. For synchrotron techniques alone, close to a hundred articles were published in 2011 on such materials, prompting new developments at large scale facilities. However, few publications have discussed the speci?c characteristics of heritage materials in their advanced spectroscopic and imaging study. Here, we suggest that a greater consideration be put on the speci?cities of ancient materials and their theoretical implications on the analytical process. In particular, we discuss the importance of the a posteriori framework of the study of heterogeneous materials considered in their historicity as structuring parameters of their study. Major implications are the relevance of trace analyses, those of majors and we suggest, more importantly, the dynamics between both endpoints. The on-going development of multimodal spectral imaging appears as a way to better address corresponding difficulties. Epistemologically, we suggest that a re?exive approach be developed to explain, structure and possibly contribute to narrowing down the ?eld of possible methodological research. 相似文献
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实践社团：学习型组织知识管理的新趋势 总被引：1，自引：0，他引：1
实践社团(Community of Practice，缩写为CoP)由哈佛大学教授Etienne Wenger在1998年正式提出，其他译法还包括知识社群、实务社群、实践社群等。 相似文献
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Etienne Brunswic 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1993,39(1-2):1-4
An introduction to population education is made in preparation for the 1994 UN International Congress on Population Education and Development. Currently, more than 100 countries have introduced formal and nonformal population education programs, within a single or mixed subject. 3 basics elements are highlighted: knowledge of both positive and negative aspects of demographic change, the opportunity to use this knowledge to improve the quality of life, and the consideration of the needs of individuals and society. The public has not always received the notion of an ideal family model for the common good of all with acceptance and resolve. Individual values and national objectives may be viewed as discordant; balancing the state's needs to provide education for all young people and parental rights may be difficult. Population education programs vary by region and country. The longterm objective of some countries is the reduction of the population growth rate; others are concerned with controlling spatial distribution of population. Other objectives may be the improvement of family health or the reduction of adolescent pregnancy. Content also varies by target group, the level and type of education, and demographic factors. Possibilities include population growth, migration, urbanization, and/or the relationship between population, resources, environment, and development. Specific issues such as AIDS prevention, family structure, or management of a specific environment may be addressed. The only limitations to scope and content are social and cultural factors, such as people's perceptions of the role of the State and the family and choice of lifestyle. The most difficult aspect of population education is sexuality and the education of girls. Population education is most effective when it deals with the health of mothers and children; family planning; and the promotion of social, cultural, and recreational activities for children. Population education is important because of the links between education and general socioeconomic conditions. This issue provides a discussion of concepts, teaching materials, environmental links, migration, urbanization, women's role, and objectivity in information; also included is a summary of operating programs by 8 specialists representing the Pacific, East Africa, the Arab states, Latin America, Madagascar, India, the US and Romania. 相似文献
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Etienne Gerard 《International Journal of Educational Development》2012,32(1):172-178
The article approaches the question of the schooling processes in the particular environment of the Moroccan craftsmen of Fez. It shows that the weak schooling of the children is bound to the representations and to the ways of transmission of craft industry knowledge. Schooling is, indeed, the object of tensions between a school system of western inspiration and the Muslim system of transmitting patrimonial knowledge. The article shows then that schooling is integrated into craftsmen's ‘relationships with knowledge’ and ‘reasons of knowing’: because of historic development factors of the school system in Morocco, and of sociological factors of domination in the craftsmen's environment, schooling is not indeed legitimate for most craftsmen. It is not even always “possible”: in fact, social reproduction in craftsmen's environment is indeed, and because of the previous factors, based on holding positions bound to the mastery of the traditional knowledge and of the production market, rather than to the possession of school capital. On the other hand, schooling has gained strong legitimacy at a general society level, so that the craftsmen, and especially their children, are more and more the victims of social declassification. 相似文献
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Nicola Brunswick G. Neil Martin Lisa Marzano 《Learning and individual differences》2010,20(5):421-426
Anecdotal evidence indicates that dyslexia is positively associated with superior visuospatial ability but empirical evidence is inconsistent. We explicitly tested the hypothesis that dyslexia is associated with visuospatial advantage in 20 dyslexic and 21 unimpaired adult readers using paper-and-pencil measures and tests of 'everyday' visuospatial ability. We found no main effect of group on visuospatial task performance but did observe a series of significant sex × group interactions. Relative to dyslexic and unimpaired women, dyslexic men were significantly better at identifying shapes in ambiguous figures, reproducing complex figures, reproducing designs using coloured blocks, and recalling the direction of the Queen's head on a postage stamp. They were also significantly faster and more accurate than unimpaired men at navigating and recreating a virtual environment. These data suggest that visuospatial advantage in dyslexia may be confined to men. Possible explanations for this are discussed. 相似文献
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This article reports a highly elite orienteer's cognitive activity over the course of two international competitions. We characterize the orienteer's concerns in relation to the problems raised during the competitions. The participant wore a head-mounted video camera throughout the competitions to enable the capture of an events record from the participant's perspective. During a post-performance self-confrontation interview, the participant was played the video and asked to describe his activity in relation to the events observed. The interview data were then used to identify the orienteer's concerns at each instant during the races. These "local" concerns were then compared and subsequently classified to characterize the typical concerns of the participant. Results showed three typical concerns: (a) find the controls faster than the opponents; (b) optimize running pace throughout the race; and (c) reflect on actions undertaken during performance. Results suggest the performer used a range of knowledge-driven strategies that enhanced the efficiency of task performance, and flexibly switched between strategies and decision-options in the face of presented changes in the task status. He also engaged in various reflective processes concurrent with performance that augmented the use of these strategies. In conclusion, this study provides insight into the cognitive processes underlying expert performance in sports characterized by decision-making under complexity, uncertainty, and time pressure. 相似文献
10.
Abstract This article reports a highly elite orienteer's cognitive activity over the course of two international competitions. We characterize the orienteer's concerns in relation to the problems raised during the competitions. The participant wore a head-mounted video camera throughout the competitions to enable the capture of an events record from the participant's perspective. During a post-performance self-confrontation interview, the participant was played the video and asked to describe his activity in relation to the events observed. The interview data were then used to identify the orienteer's concerns at each instant during the races. These “local” concerns were then compared and subsequently classified to characterize the typical concerns of the participant. Results showed three typical concerns: (a) find the controls faster than the opponents; (b) optimize running pace throughout the race; and (c) reflect on actions undertaken during performance. Results suggest the performer used a range of knowledge-driven strategies that enhanced the efficiency of task performance, and flexibly switched between strategies and decision-options in the face of presented changes in the task status. He also engaged in various reflective processes concurrent with performance that augmented the use of these strategies. In conclusion, this study provides insight into the cognitive processes underlying expert performance in sports characterized by decision-making under complexity, uncertainty, and time pressure. 相似文献