Les Disparités d'alphabétisation et de scolarisation en Turquie

The struggle against illiteracy is a problem of great importance in Turkey as in many other countries. In Turkey the democratisation and secularisation of education have been a difficult process. Despite strong educational efforts in recent years, the country still presents various forms of inequality, such as considerable disparities between women and men, between town and country and between different regions. Unequal socio-economic, cultural and educational development, and attachment to cultural traditions are some of the factors that influence these inequalities. At the same time, Turkey is confronted by the sore problem of the education of linguistic minorities (especially the Kurds), who are not officially recognised as the cultural policy of Turkey aims to assimilate them. Thus, in the 1920s the Kurdish language was forbidden along with all languages other than Turkish, the official national language.     

Les olympiades mathématiques en roumanie

Sans résumé     

Les effectifs scolarisés en France: XIXème et XXème siècles

This article aims to present an analysis of the change over long periods in school attendance figures in France in the 19th and 20th centuries. The interest of the approach is twofold. Firstly it is of immediate practical interest insofar as it is an original reconstruction of the French educational system. It is also of theoretical interest, as it provides better knowledge of the mechanism regulating the development of the system over a long period. In this respect, reflection is in three parts. First, the chronological series compiled are presented to prepare the statistical analysis. The trends observed are then described and finally a preliminary analysis of the causes of the change is provided, with stress laid on the institutional aspects.     

La Formation des Ingénieurs au Japon

SOMMAIRE

Following a paper an the Japanese educational system, this study of the Education of engineers in Japan is the result of a joint reflection by the two authors. Both are engineers in a large french company with an international vocation, and they undertook this analysis with full knowledge of the facts. The selective nature of training in Japan is underlined, in relation with numerous industrialized countries, the authors included significant elements of comparison; in particular, a comparative analysis of the output flow shows a coherence, if one takes into consideration the range of competing and complementary programmes.

Cette étude sur la formation des ingénieurs au Japon résulte de la reflexion commune des deux auteurs. Tous deux, ingénieurs dans une grande société francaise à vocation internationale, ont pu élaborer ce travail d'analyse en toute connaissance de cause tant pour le Japon que pour la France. Elle est complétée par une rapide comparaison des formations el des flux pour six pays industrialisés.     

La femme Ingénieur francaise de 1986

Prior to the First World War many obstacles stood in the way of French Women who wished to pursue studies in technical fields. Largely due to the shortage of suitable male candidates, a considerable number of higher technological institutes opened their doors to women students during or after the First World War. However, women engineers working in France before the 1930's were a very small pioneering band. Between the two World Wars the number of women engineers grew slowly, but it was only after 1945 that opportunities opened up more swiftly. By the early 1970's even the most prestigious of the Grandes Ecoles were beginning to take in women students

As a result of these changes the number of qualified women engineers grew from around 3000 in 1960 to more than 20,000 in 1985. The article discusses the changes in the school level education system which aided this development. Also discussed are the career prospects and achievements of French Women Engineers with special reference to the establishment of a study circle of women engineers in 1958 and its development through the 1960's and 1970's. The Association of French Women Engineers was founded in 1982 and symbolises the secure position of women engineers in France in the 1980's. The work of the Association is outlined with special reference to its educational role and the development of a slide-based information package about women in engineering aimed at school girls.     

Apprentissage de concepts en mécanique et modélisation de situations expérimentales

Starting from an analysis of the limits of the formation of of categorial concepts as an approach to formation of physics concepts, and an epistemological analysis of the concepts fundamental to the domain of mechanics, a teaching sequence was conceived of with as its purpose the study of how such concepts («formal» and «relational») can be mastered by pupils using inductive and axiomatic procedures. The experiment described examines the concept of momentum, introduced in the first year of the lycée. The analysis of the teaching sequence shows the limits of induction in the construction of the concept studied. The logging of properties defining this quantity showed itself to be only possible through a number of questions related to previously established relations between the quantities known to the pupils (mass and velocity). An analysis of pupils, behaviours showed that the comprehension of properties (transfer, invariance, additivity…) and of the relation ( \(\vec P = m.v\) ) present less difficulty than the mastering of operational invariants which permit the elaboration of representations of experimental situations (the selection and temporal sequencing of events, the division into systems, the analysis of interaction…) The rupture of modes thinking which then «imposed” the taking into account of such invariants also permitted a comprehension of the difficulties of the conceptual changes.     

Les Capacités Cognitives Chez Les Adultes

International Review of Education -     

Les probabilités à l'école élémentaire

Sans résumé     

Les hétérogénéités dans l'enseignement des mathématiques

Cet article examine la question du lien entre les hétérogénéités pouvant caractériser un système didactique et l'enseignement des mathématiques. Trois types d'hétérogénéités sont d'abord définies: 1) L'hétérogénéité exogène: traits a priori de nature non-didactique comme, par exemple, la catégorie socioprofessionnelle d'origine des élèves; 2) L'hétérogénéité péri-didactique: ensemble des caractéristiques liées aux acquisitions disciplinaires comme par exemple le niveau scolaire des élèves en mathématiques; 3) L'hétérogénéité didactique est définie comme une création du système didactique permettant l'ajustement des exigences fixées par le curriculum aux contraintes effectives d'un système didactique particulier (niveaux des élèves, temps, niveau de difficulté des connaissances en jeu ...). Sous ce modèle théorique, l'enseignement est envisagé comme un processus régulateur des hétérogénéités en vue d'une meilleure maîtrise des connaissances visées pour le plus grand nombre d'élèves. Un premier groupe de résultats permet de réaffirmer le caractère spécifique des approches didactiques: pour les mathématiques, l'hétérogénéité péri-didactique n'est pas liée à l'hétérogénéité exogène — ce qui n'est pas le cas pour l'enseignement de la langue. Un deuxième groupe de résultats montre que plus les progrès réalisés par élèves sont importants, plus l'hétérogénéité s'accroît; réciproquement, plus les progrès réalisés sont faibles plus l'hétérogénéité se réduit. Ainsi, le système didactique apparaît comme un système régulateur d'hétérogénéités: les connaissances s'y diffusent par déplacement des hétérogénéités initiales qu'il a lui-même générées (en les accroissant et en les réduisant selon le degré de difficulté initial des connaissances en jeu). Cette recherche a porté sur 112 élèves; 22 problèmes additifs (composition de deux transformations) ont été soumis aux élèves lors d'un pré-test, puis d'un post-test. Entre ces deux épreuves deux leçons ont été réalisées sur le calcul relationnel, dont les modalités d'organisation didactique étaient au libre choix des professeurs.This revised version was published online in September 2005 with corrections to the Cover Date.     

Les élèves et l'histoire dans l'examen français du certificat d'études primaires entre 1918 et 1926

This article presents the method used to study examination papers written by young pupils. This sort of pupils’ work can give information on who are involved in examinations.

‐ The pupils: what they learn in history and how they produce answers;

‐ The teachers: what they teach in their class and how;

‐ The juries: how they assess by means of a grade the minimum knowledge of most of the pupils who are to leave school.

The problem here is to follow the route from laws and decrees to real teachers and real pupils. Therefore, this research relies on source material such as annual primary inspector reports, annual local teachers’ meetings with model lessons, and, above all, examination papers. For this last source, a popular examination in France at that time was used: the Certificat d'Etudes, which was given at the end of the primary curriculum for 13‐year‐old pupils. By chance, the Departmental Archives of the Somme region still has 4058 history test examination papers from 1918 to 1926.