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.     

Activation de schèmes de programmation et mémorisation de figures géométriques

Learning programming concepts in school raises various theoretical and pragmatical questions. The experience, accumulated these past years in this field, enables us to measure the scope of the difficulties encountered both by the pupils in mastering the basic programming concepts and by teachers in building pertinent learning situations. The experiment, reported in this paper, focuses on the comparison of the effects of «programming schemes» activation versus «drawing schemes» activation on the memorization of geometrical figure characteristics. The children of the «programming group» are asked to manipulate «computer programming objects» in order to describe a figure. They build up a schematic internal representation in which the pertinent information is presented without any reference to the metrical characteristics of the object. Conversely, the representation, elaborated by children who use «familiar schemes» (drawing), is closer to the figure characteristics of the image but it induces them to make more «false recognition» of the object when one asks them to find the target among other figures.     

Analysis of problem solving strategies on the Kohs block design test

The present study investigated the strategies involved in the Kohs Block Design task from a cognitive point of view. One purpose was to improve the classical distinction between syncretic and analytic strategies. An other goal was to determine whether subjects show the same strategies according to their field dependence level. Finally, we analysed the way the subjects described their own strategies in order to assess their metacognitive skills. The subjects (17 year-old pupils) were first given a field dependence proof (G.E.F.T.), then the Kohs Block Design task and finally were interviewed about their strategies. Each pupil was tested individually and videotaped. The strategies were drawn by four indicators. The results indicated three strategies: syncretic, analytic and synthetic strategies. The degree of field dependence clearly distinguished the strategies in the Block Design task: more independent the subject is, more he used a synthetic strategy. Finally, the subjects’ verbalizations were more closely connected with their behaviours. In a general way, the subjects appeared to be steady in the use of a particular strategy.     

Approaches to professional development of teachers in Scotland: pedagogical innovation or financial necessity?

Background: In a context of significant educational change and financial constraint, this paper explores ways to develop teacher learning. A recent review of teacher education (Teaching Scotland's Future: Report of a review of teacher education in Scotland, Donaldson 2011 Donaldson, G. 2011. Teaching Scotland's Future: Report of a review of teacher education in Scotland, Edinburgh: Scottish Government.  [Google Scholar]) coincided with two factors impacting on teaching and learning in Scotland. Firstly, the implementation of a new curriculum entitled ‘Curriculum for Excellence'. This new curriculum is underpinned by a philosophy of active learning, self-evaluation and reflection for all teachers and pupils. The second factor, impacting on teaching and learning, is the cuts being made in education because of financial constraints in the wake of the recession. These cuts include reductions in local authority support staff and opportunities for professional development.

Sources of evidence: This paper explores effective models of professional development for teachers and draws on principles of learning in the twenty-first century and the premise that what is known about how people learn should be applied to pupil and teacher learning. It also draws on a range of policy documents published in Scotland 2001–11 that impact on curriculum innovation and teacher education.

Main argument: The implementation of the new curriculum and the review of teacher education both focus on improving the quality of teaching and learning in Scottish schools and both offer opportunities for innovation for teachers and pupils. Both also require radical changes in ways of working for everyone. To implement the new curriculum, teachers have to change the ways they work requiring innovative models of continuing professional development to be designed not only to meet the demand for teacher learning but to make the best use of the limited funds.

Conclusions: It is argued that the cuts in funding may act as a catalyst for pedagogical change in professional development with increased reliance on school-based professional development. Empirical evidence collected during a research study in Scotland, which analysed feedback about curriculum reform, is used to illustrate both the need for improved professional learning opportunities for teachers and the benefits of facilitated school-based professional development.     

Mathematics achievement,language and cognitive development: Classroom practices in Papua New Guinea

A case study was conducted of mathematics instruction at five sites in Papua New Guinea. Trial instructional materials were developed, teachers received inservice training and implementation was carefully monitored for a six-week period. English and mathematics achievement instruments and eight measures of cognitive development were administered to a sample of 201 students in grades two, four and six. Mathematics and language achievement varied significantly among the five sites. Students at all grade levels exhibited poor application of problem solving skills while showing computation, measurement and mathematical language abilities superior to results previously reported. English reading and measures of conservation and classification competence were highly correlated with mathematics achievement. Correlations between memory measures and mathematics achievement decreased from grade two to grade six while correlations between measures of language and cognitive development and mathematics achievement tended to increase. The results indicated that the non-consumable student textbooks ameliorated to some extent the problems associated with non-native language instruction for the students involved in the study. It was concluded that locally developed textbooks with an appropriate language load would enhance mathematics learning, particularly in remote-rural areas where current teaching conditions and lack of materials interact with poor English skills to create an imbalance in achievement.     

Semiotic mechanisms in joint cognitive activity

Abstract

This article examines the communicative, psychological, and semiotic functions of deictic, «common», and «context informative» referring expressions and their role in adult-child interaction. On the basis of theoretical discussion and empirical illustration it is suggested that adults find the various types of «referential perspective» invoked by these three types of expressions to be useful in creating and maintaining intersubjectivity that will enhance cognitive growth on the part of the children.     

Evidence of repeated access to immediate verbal memory during handwriting

Writing is a relatively slow process. A certain degree of overlapping must therefore be assumed to exist between motor activities and more «central» processes involved in the production of language. The present experiment was based on the assumption that these management processes must leave some traces at the level of execution. Subjects were asked to read and memorize a sequence of three words (examples: «parachute parapluie paramètre», «taximètre décimètre paramètre»); and write them down on a graphic tablet. The results are consistent with the following ideas:

1. the same motor program was used for the three occurrences of repeated morphemes
2. Non-repeated morphemes were recovered from verbal memory while the preceding repeated morpheme was being written.

     

Improving Language-Focused Comprehension Instruction in Primary-Grade Classrooms: Impacts of the Let’s Know! Experimental Curriculum

This quasi-experimental study was designed to test the impacts of a curriculum supplement, Let’s Know!, on the quantity and quality of language-focused comprehension instruction in pre-kindergarten to third grade classrooms. Sixty classrooms (12 per each of pre-K to grade 3) were enrolled in the study, with 40 teachers assigned to implement one of two versions of the experimental Let’s Know! curriculum and 20 assigned to a control condition, in which they maintained their typical language-arts curriculum. Classroom observations, 90 min in duration, were collected near the end of the first unit’s completion, about 4 to 5 weeks into the academic year. These observations were coded to examine impacts of Let’s Know! instruction on two outcomes: (a) teachers’ use of 18 language-focused comprehension supports and (b) general classroom quality. Study results using quantile regression showed that Let’s Know! teachers used a significantly higher number of language-focused comprehension supports during Let’s Know! instruction compared to the control teachers during language-arts instruction; the same finding was also true for general classroom quality. Quantile regression results showed the greatest differentiation in instructional quality, when comparing experimental and control teachers, for teachers in the middle of the distribution of general classroom quality. Study findings highlight the value of language-focused curricula for heightening comprehension-specific supports in pre-K to grade 3 settings.     

Making the Intentional Decision to Use an Effective Curriculum to Promote Children’s Learning

This study investigated the extent to which early education classrooms across Indiana implemented evidence-based practices and how well the classrooms of different types of early education programs in our state compared with one another. Evidence-based effective curricula increase children’s learning compared to those that are not effective. This article addresses the question: “Are the curricula used by the teachers effective?” The 81 participating classrooms included 28 in licensed child care centers, 27 in Head Start, and 26 in public school prekindergarten. Of the 81 classrooms, 80 teachers responded to the question: “What curriculum or curricula do you use in your classroom?” We used a three-step process to determine whether each response named a curriculum based on the Head Start definition; whether studies of the curriculum met the What Works Clearinghouse (WWC) guidelines for being evidence-based; and if the WWC reviews identified the curriculum as effective in increasing children’s learning. Findings revealed that only 2 of 80 responding teachers used a curriculum determined by WWC to be effective. Other teachers used curricula that did not meet the Head Start definition, used curricula that did not meet the WWC standards for evidence, or used curricula with evidence but that were ineffective. These findings suggest that administrators and teachers should opt for a curriculum determined to be effective and to choose whether the curriculum will be math- or literacy-based since no comprehensive curriculum has been determined to be effective. A challenge for implementation is that the WWC has shown only five curricula to be effective.     

Chinese primary school mathematics teachers working in a centralised curriculum system: a case study of two primary schools in North‐East China

Mainland China has a highly centralised curriculum development system. A study of two schools in northeast China, one in a rural area and the other in an urban area, indicates that the primary mathematics curriculum has been widely adopted by teachers at the classroom level. Feeling the intense pressure generated by the national mathematics Olympiad,1 1. The mathematics Olympiad is a type of ‘extracurricular’ activity that aims to promote students' interest and improve their ability in mathematics. Students participating in the competition are required to complete some challenging and non‐routine mathematical operations. The international mathematics Olympiad is held every year. In Mainland China, this competition is commonly organised at city, provincial and national level. Students who perform exceptionally well are exempted from the highly competitive national university entrance examinations for entry to universities View all notes teachers in the urban school tended to give more difficult mathematics problems to their students in the hope that above‐average students would perform well in the competition. In the rural school, the ability of students was more varied and generally lower. Teachers there worked very hard to push their students to meet the national requirements. The driving force behind this was the county‐wide public examination in which students' performance was taken as an indicator of teachers' competence. Teachers in both schools also have not taken effective steps to adapt the curriculum for students' individual differences. A comparison of the practices between the teachers in the two schools suggests that teachers' beliefs, their professional knowledge and skills shape their inclination and ability in curriculum adaptation and differentiation.     

Breaking the silence of exclusion: examining the complexities of teacher education for cultural diversity

This article is based on an in-depth case study that examined how a teacher education programme in New Zealand prepared pre-service teachers for cultural diversity (based on the author’s unpublished PhD thesis, Teacher Education for Cultural Diversity; conferred by Curtin University, June 2012). Framed within a critical constructivist inquiry paradigm, the primary research question explored how pre-service teachers were prepared to meet the learning needs of students in culturally diverse classrooms. The question was explored on four levels: curriculum, pedagogy, perceptions of effectiveness and diversity capacity. Empirical findings were reported thematically and highlighted the complexity of the issue. Key curriculum findings revealed variability in the depth of pre-service teacher preparation for cultural diversity and a conceptual development of sociocultural competence. Pedagogical findings reported three types of activity, namely dialogic activity, monologic activity and reflective activity and four types of social relationships, namely expert–novice, professional partnership, critical minority and silent minority. Findings on participant perceptions of effectiveness and diversity capacity are outlined, and limitations of the study are acknowledged. Three initial propositions on how to prepare the pre-service teachers for cultural diversity are proposed.     

Analyzing the temporal evolution of students’ behaviors in open-ended learning environments

Metacognition and self-regulation are important for developing effective learning in the classroom and beyond, but novice learners often lack effective metacognitive and self-regulatory skills. However, researchers have demonstrated that metacognitive processes can be developed through practice and appropriate scaffolding. Betty’s Brain, an open-ended computer-based learning environment, helps students practice their cognitive skills and develop related metacognitive strategies as they learn science topics. In this paper, we analyze students’ activity sequences in a study that compared different categories of adaptive scaffolding in Betty’s Brain. The analysis techniques for measuring students’ cognitive and metacognitive processes extend our previous work on using sequence mining methods to discover students’ frequently-used behavior patterns by (i) developing a systematic approach for interpreting derived behavior patterns using a cognitive/metacognitive task model and (ii) analyzing the evolution of students’ frequent behavior patterns over time. Our results show that it is possible to identify students’ learning behaviors and analyze their evolution as they work in the Betty’s Brain environment. Further, the results illustrate that changes in student behavior were generally consistent with the scaffolding provided, suggesting that these metacognitive strategies can be taught to middle school students in computer-based learning environments.     

Science Process Skills and Cognitive Preference Styles

The study examined the differences in cognitive styles between two comparable groups of students at the Grade 9 (Secondary 3) level, namely the LSS (Lower Secondary Science) group who had been exposed to the practical-based, inquiry-oriented type of science and the non-LSS group of students who had studied the more traditional type of science in the “old” science curriculum. Their differences in science achievement are measured by the common IEA Science Paper-Pencil, Multiple Choice Criterion Test and also, by the Science Process or Practical Test (which measured three levels of process skills, such as the observation/manipulation, reasoning and investigation skills). Variance in science achievement thus measured is examined against the 4 cognitive preference styles of the students, (measured by the Combined Cognitive Preference Inventory) namely the “recall”, “principles”, “applications” and “questioning” modes of thinking. The findings indicated that (a) the attainment of the science process or practical skills was characterised by the type of science curriculum (LSS or non-LSS) and it was significantly associated with the achievement level of students, (b) the cognitive preference pattern covaried according to the students' level of science achievement and the type of curriculum and (c) the weak but significant relationship between performance in the science practical skills and the students' modes of cognitive style have important implications for teachers who are concerned about the intended effects of changes in the science curriculum on the consequent learning behaviour or cognitive outcome of their students.     

Cooperative Learning in Dutch Primary Classrooms

This study examines teachers' use and evaluation of cooperative learning along with pupils' reactions to cooperative grouping and the quality of the group cooperation in a sample of Dutch primary school teachers who implemented cooperative learning methods. Teachers reported that cooperative learning occurred in their classrooms about four times a week. Teachers reported social skills, on-task behaviour and pupil self-esteem to improve as a result of having pupils work in groups. The pupils reported a positive attitude towards cooperative group learning and rated their work in groups as effective. About half of the teachers reported problems with the monitoring of the cooperative groups. Observations showed the time-on-task levels of the pupils working in groups to be high, but effective learning and cooperation not to be promoted. The teachers devoted little time to the teaching of groupwork skills. In general, the implementation of cooperative grouping was found to lack the features recommended in the literature for effective cooperative learning.     

Teaching Grammar and Testing Grammar in the English Primary School: The Impact on Teachers and their Teaching of the Grammar Element of the Statutory Test in Spelling,Punctuation and Grammar (SPaG)

The research examined the impact on teachers of the grammar element of a new statutory test in Spelling, Punctuation and Grammar (SPaG) in primary schools in England. The research aimed to evaluate the nature and the extent of changes to the teaching of grammar and to wider literacy teaching since the introduction of the test in 2013. The research explored teachers’ responses to teaching grammar to a statutory test format, and how teachers implemented rapid curriculum change in their classrooms. The research sought to learn the perspectives of teachers as they adjusted to new English assessments and new expectations for children’s language in the primary school. This paper draws on teacher interviews (n = 16) and an online survey of teaching staff (n = 170). Teachers discuss their knowledge, understanding and enjoyment of grammar at their own level, and their skills for teaching pupils; they also discuss their observations of how pupils have responded to explicit grammar teaching and the grammar test. The data give some insights into the processes for teachers of applying new requirements for teaching and testing grammar, and how teachers strive to make grammar accessible to children. The findings discussed in this paper are: (1) since the introduction of the statutory SPaG test in primary schools, time spent teaching decontextualised and contextualised grammar has increased significantly; (2) grammar is now taught explicitly and formally as a classroom literacy routine; (3) the test format influences grammar teaching content and approaches; (4) teachers observe that pupils enjoy learning grammar and taking the test; (5) teachers disagree about the extent to which explicit grammar teaching and testing have a positive impact on pupils’ language and literacy skills; (6) teachers feel more confident about teaching grammar.     

Perceptions of Social Adjustment of Hearing-Impaired Pupils in an Integrated Secondary School Unit

The aim of this case study was to investigate issues surrounding the social inclusion of hearing-impaired pupils within a mainstream comprehensive school in a large northern city. The study focused on the four hearing-impaired pupils in Years 8 and 10. Year 7, Year 9 and Year 11 pupils, were omitted on the grounds that they were relatively new to the school (Year 7) or were involved in external examinations (Years 9 and 11). Sociometric questionnaires were completed by the hearing-impaired pupils and their form-group peers. Interviews were carried out with the hearing-impaired pupils, with their form-group peers identified as popular (sociometrically), and with those identified as having few friends. Form tutors and mainstream subject teachers of the hearing-impaired pupils were also interviewed. The data collected suggested that these hearing-impaired pupils were not particularly well integrated socially with their hearing peers. The sociometric data showed the hearing-impaired pupils to be of low status within friendship groups. Interview data from pupils suggested that the hearing-impaired young people's social experience was very akin to that of those children with very low sociometric status, and very unlike that of the 'popular' pupils, those with the highest sociometric status. Of note was the belief of popular pupils that the role of friendship--and the role of communication in establishing and maintaining friendship--was crucial to their happiness in school. Interview data from mainstream teachers suggested that they had little relevant knowledge of the personal concepts and social experiences of hearing-impaired pupils. Recommendations are made to improve the social skills of the hearing-impaired young people, and to foster a greater degree of peer-group support, with some adaptations to their curriculum to stress social learning and communication skills.     

The school staff's perception of their ability to teach special educational needs pupils in inclusive settings in Finland

Recent studies have suggested that the professional training received by general educators does not adequately prepare them to properly implement inclusion-based practices. The idea of inclusion in practice has not significantly changed the situation of teaching pupils with special educational needs (SENs) in mainstream classes. This study's primary intent is to examine the factors that identify the school staff's ability to meet the needs of SEN pupils in their daily teaching situations. A total of 187 elementary school teachers, principals and teaching assistants in a Finnish city completed a structured questionnaire that used a self-evaluation method. Two components were generalised according to answers concerning the respondents’ confidence in and knowledge of teaching SEN pupils. The results indicate that teachers’ qualifications constitute the main reason affecting their ability in this area. Pedagogical and practical knowledge, as well as collaborative skills in teaching SEN pupils, is focused on special educators. These findings reveal the need for additional and in-service training and more effective cooperation between special and general education to share the knowledge of teaching SEN pupils in practice.     

Student teachers’ beliefs about the teacher’s role in inclusive education

The main aim of this research is to examine the basic features of student teachers’ professional beliefs about the teacher’s role in relation to teaching mainstream pupils and pupils with developmental disabilities. The starting assumption of this analysis is that teacher professional development is largely dependent upon teachers’ beliefs about various facets of their professional work. These concepts strongly influence the way that teachers teach and the way that they develop as teachers. The participants in the research are 314 student teachers at the Faculty of Teacher Education of the University of Zagreb who are being prepared to teach in lower grades of primary school. The beliefs were explored using a metaphor technique derived from cognitive theory of metaphor. The differences between beliefs about the perceived teacher role in general, and the perceived teacher role in the education of pupils with developmental disabilities were analysed. The results indicate that the dominant belief about the teacher’s role in teaching mainstream pupils is of the teacher as a transmitter of knowledge, while the findings regarding the dominant belief about the teacher’s role in teaching pupils with developmental difficulties appeared to be self-cantered orientation. No differences were found between student teachers at different study levels. The findings are discussed in the light of the curriculum of initial teacher education.     

From students to teachers: using surveys to build a culture of evidence and inquiry

In an effort to make decisions about teacher education policy and practice that were informed by research and evidence, participants in Boston College's ‘Teachers for a New Era’ Evidence Team (http://www.teachersforanewera.org) designed a portfolio of assessments and studies. This article describes one project in the portfolio – a series of surveys that trace teacher candidates' experiences over time and track shifts in these experiences as respondents progress from students during the pre‐service period to teachers in the first few years of work in the profession. The article illustrates how various constituencies in the teacher education programme and the larger university used survey data to guide practice, shape policies, and raise new questions about the curriculum, relationships with schools, and the performance of teachers and their pupils. The article argues that these surveys helped to create a new ‘culture of evidence and inquiry’ within which decisions about local policy and practice were made in the teacher preparation programme and the larger university.     

'Interactive Whole Class Teaching' in the National Literacy Strategy

Building on evidence from an earlier small-scale study of the discourse of the National Literacy Strategy (NLS) in England, the findings of a more extensive investigation (n=70) into interactive and discourse styles of a nationally representative sample of primary teachers are presented. Using a computerised observation schedule and discourse analysis system, the paper explores the impact of the official endorsement of 'interactive whole class teaching' in the teaching of the NLS to see whether it is promoting higher levels of interaction and cognitive engagement by pupils. The findings support our earlier study and suggest that the NLS is encouraging teachers to use more directive forms of teaching with little opportunities for pupils to explore and elaborate on their ideas. The implications of the findings are considered in the light of their impact on classroom pedagogy and the professional development of teachers who are charged with implementing the national policy-led initiatives like the NLS.