排序方式: 共有22条查询结果,搜索用时 15 毫秒
11.
12.
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
13.
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
14.
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
15.
16.
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
17.
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
18.
19.
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
20.
Jean-Paul Fischer 《Reading and writing》2017,30(3):523-542
Recent research has established that 5- to 6-year-old typically developing children in a left–right writing culture spontaneously reverse left-oriented characters (e.g., they write Open image in new window instead of J) when they write single characters. Thus, children seem to implicitly apply a right-writing rule (RWR: see Fischer & Koch, 2016a). In Study 1, the reversal of all asymmetrical digits and capital letters by 356 children was modeled with a simple Rasch model, which describes reversal as the outcome of two competing responses, correct writing and writing in the cultural direction of writing. It accounts for the high frequency of reversals of the left-oriented characters (3, Z, J, 1, 2, 7, 9), as predicted by the RWR. Study 2 investigated letter reversals when children spontaneously write their name from right to left. Most of the 204 children in the study radically changed the direction of the RWR by reversing mainly the right-oriented letters (B, C, D, E, F, G, K, L, N, P, R, S). Hence, a more universal formulation of the RWR would be as an implicit rule orienting characters in the writing direction. This reformulated rule is consistent with the “spatial agency bias” model (Suitner & Maas, 2016), according to which writing direction affects thoughts and actions. Visual and motoric statistical learning may favor bootstrapping of the rule. Taken together, these data demonstrate the prominent role of culture in a phenomenon—character reversal or mirror writing—which has often been presented uniquely as biologically determined. 相似文献