Le Logiciel ‘Derive’ comme revelateur de phenomenes didactiques lies a l'utilisation d'environnements informatiques pour l'apprentissage

In this article, we address the issue of integration of computer environments in the mathematics secondary curriculum, by referring to the results of a research project carried out with the software DERIVE. Firstly, we present the research project and its theoretical framework, secondly, we evidence some didactical phenomenas linked to the DERIVE transposition of mathematical knowledge and learning processes in this environment which, in our opinion, play a crucial role in integration issues.This revised version was published online in September 2005 with corrections to the Cover Date.     

The breadth of peer relationships among preschoolers: an application of the Q-connectivity method to externalizing behavior

Preschoolers' (M(age) = 48.7 months) social breadth (the number of peer children interact with and the frequency of these interactions) and the relations between breadth and externalizing behaviors were examined using the Q-connectivity method. After considering age, sex, and classroom effects on social breadth, children's externalizing behaviors were studied in relation to levels of social breadth across variations in frequency of exposure to peers and to patterns of decline in social breadth. Externalizing preschoolers occasionally interacted with most of their classmates. However, their individual peer networks moderately to rapidly became selective, and they engaged in repeated interactions with a relatively small number of peers. Although there were no sex effects, significant age and classroom effects were obtained.     

The strategy of university research laboratories in France

This article attempts to outline the specific traits of French university research. Despite heavy administrative supervision and the supremacy of specialized national organizations (the National Centre for Scientific Research (CNRS), the National Institute of Health and Medical Research), the University laboratories benefit from a certain flexibility which allows the adoption of differentiated behaviours. This is demonstrated by the evolution of a few large units. Nevertheless, the foundations of any collective action in the French university are fragile, a result to a large extent of the status of the teaching faculty whose attachment to the work of management is often found to be indifferent. This statement leads to the perception that university research units are “open” structures, simple fields of interaction between actors whose skills create a precariously balanced situation. This state of affairs explains the essentially political character of French university research management.     

Correction to: Learning About Archaeology and Prehistoric Life

Science & Education - The original article unfortunately contains incorrect figures 6 to 13.     

A Contribution of the Computer to Biology Education at the University

Summaries

English

At the O.P.E. Laboratory, computer‐based biology dialogues result in a new pedagogical situation which could not be achieved by any other method.

This paper describes part of O.P.E. embryology dialogues, designed for undergraduate medical and biology students, and concerning interactions between inductive and competent tissues during embryonic development. Each student using these dialogues is in a position to proceed, in an active manner, through three principal stages in the knowledge of the competence concept: determination of experimental criteria of a state of competence; analysis of evolution of competence in course of time; detection of modifications of competence of a tissue towards sequential inductors.

In the course of the dialogue, each student has to interpret various experimental results, verify hypotheses and conduct in his own way a series of simulated experiments (students have no other chance of carrying out this kind of embryology experiment). The validity of the student's reasoning and his experimental methodology are constantly controlled.

These computer‐based biology dialogues are not intended to supersede other pedagogical activities. They are designed to be a new and specific contribution to comprehension, mastery, and even modelling, of biological concepts and mechanisms, and appear to meet actual requirements of biology education.