l'Utilisation De La Télévision Scolaire Au Niger,En Côte d'Ivoire Et Au Sénégal

Conclusion Les limites de cet article ne permettent de tirer que quelques conclusions d'ordre très général. On peut remarquer tout d'abord que ces opérations demeurent trop peu connues et que l'ignorance tant de leurs caractéristiques que de leurs résultats pédagogiques, ne permet pas d'effacer les opinions négatives erronées qui continuent à être émises à leur sujet. Elles ont mis en évidence le bien fondé d'une approche globalisante, considérant la mise en place d'un véritable système original (et non l'adjonction au système traditionnel d'un élément supplémentaire, comme ce fut presque toujours le cas dans les pays du Nord), fondé sur l'usage de longues séries d'émissions, cohérentes et à fort taux de redondance. Elles ont enfin relevé l'importance déterminante du ‘facteur humain’ à tous les niveaux de l'entreprise qu'il s'agisse de l'adhésion des divers publics concernés, de la cohésion d'équipes, ou, problème qui ne fut jamais résolu convenablement, de la formation des nouveaux spécialistes requis par ces projets.     

Data and graph interpretation practices among preservice science teachers

The interpretation of data and construction and interpretation of graphs are central practices in science, which, according to recent reform documents, science and mathematics teachers are expected to foster in their classrooms. However, are (preservice) science teachers prepared to teach inquiry with the purpose of transforming and analyzing data, and interpreting graphical representations? That is, are preservice science teachers prepared to teach data analysis and graph interpretation practices that scientists use by default in their everyday work? The present study was designed to answer these and related questions. We investigated the responses of preservice elementary and secondary science teachers to data and graph interpretation tasks. Our investigation shows that, despite considerable preparation, and for many, despite bachelor of science degrees, preservice teachers do not enact the (“authentic”) practices that scientists routinely do when asked to interpret data or graphs. Detailed analyses are provided of what data and graph interpretation practices actually were enacted. We conclude that traditional schooling emphasizes particular beliefs in the mathematical nature of the universe that make it difficult for many individuals to deal with data possessing the random variation found in measurements of natural phenomena. The results suggest that preservice teachers need more experience in engaging in data and graph interpretation practices originating in activities that provide the degree of variation in and complexity of data present in realistic investigations. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1063–1088, 2005     

Problem length as a structural variable in verbal arithmetic problems

Of five structural variables that in previous studies accounted for a significant amount of the observed variance in the error rate in verbal arithmetic problems, the length variable (number of words in the problem statement) apparently was more important in the upper grades than in the lower grades. In this study three forms of a verbal problem set in which the number of words in the problem statements were systematically varied were administered to classes of students in Grades 4–9. Using regression analysis, the investigator found that although the length variable did not measure a significant amount of variance between two of the forms, with the third it did.This study was begun while the author was a staff member of The Institute for Mathematical Studies in the Social Sciences at Stanford University. The research was partially supported by National Science Foundation grant G18709.     

From activity to gestures and scientific language

Abstract: Gestures may provide the long sought‐for bridge between science laboratory experiences and scientific discourse about abstract entities. In this article, we present our results of analyzing students' gestures and scientific discourse by supporting three assertions about the relationship between laboratory experiences, gestures, and scientific discourse: (1) gestures arise from the experiences in the phenomenal world, most frequently express scientific content before students master discourse, and allow students to construct complex explanations by lowering the cognitive load; (2) gestures provide a medium on which the development of scientific discourse can piggyback; and (3) gestures provide the material that “glues” layers of perceptually accessible entities and abstract concepts. Our work has important implications for laboratory experiments which students should attempt to explain while still in the lab rather than afterwards and away from the materials. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 38: 103–136, 2001     

Phonological and Surface Subtypes among University Students with Dyslexia

The prevalence of phonological and surface dyslexia subtypes among Swedish university students with dyslexia (n = 40) was examined using both the regression method, developed by Castles and Coltheart, and latent profile analysis. When an academic‐level control group was used as a reference group in a regression, eight students with phonological dyslexia and 15 students with surface dyslexia were identified. In contrast, 17 students with phonological dyslexia and two students with surface dyslexia were identified when the subtypes were defined by reference to a reading‐level control group, indicating a deviant profile among the students with phonological dyslexia and delayed development among those with surface dyslexia. The latent profile analysis was based on five phonological and four orthographic tasks. Seven profiles were obtained, of which none exhibited deficits in orthographic but not in phonological skills or vice versa. Thus, the analysis further supported the phonological deficit hypothesis of dyslexia.     

The Phenomenology of Space in Writing Online

In this paper we explore the phenomenon of writing online. We ask, 'Is writing by means of online technologies affected in a manner that differs significantly from the older technologies of pen on paper, typewriter, or even the word processor in an off-line environment?' In writing online, the author is engaged in a spatial complexity of physical, temporal, imaginal, and virtual experience: the writing space, the space of the text, cyber space, etc. At times, these may provide a conduit to a writerly understanding of human phenomena. We propose that an examination of the phenomenological features of online writing may contribute to a more pedagogically sensitive understanding of the experiences of online seminars, teaching and learning.     

Natural pedagogical conversations in high school students' internship

Many science educators encourage student experiences of “authentic” science by means of student participation in science‐related workplaces. Little research has been done, however, to investigate how “teaching” naturally occurs in such settings, where scientists or technicians normally do not have pedagogical training and generally do not have time (or value) receiving such training. This study examines how laboratory members without a pedagogical background or experience in teaching engage high school students during their internship activities. Drawing on conversation analysis, we analyze the minute‐by‐minute transactions that occurred while high school students participated in a leading environmental science laboratory. We find that the participation trajectory was based on demonstration‐practice‐connect (D‐P‐C) phases that continually recurred in the process of “doing” science. Concerning the transactional structures, we identify two basic conversation patterns—Initiate‐Clarify‐Reply (I‐C‐R) and Initiate‐Reply‐Clarify‐Reply (I‐R‐C‐R)—that do not only differ from the well‐known Initiate‐Reply‐Evaluate (I‐R‐E) patterns previously observed in science classrooms, but also could be combined to constitute more complex patterns. With respect to the organization of natural pedagogical conversations, we find that there were not only of preferred and dispreferred modes of responding but also ambiguous dispreferred modes; and the formulating organization not only includes self‐formulating but also other‐formulating. These natural pedagogical conversations helped, on the one hand, students to clarify their understanding and, on the other hand, technicians (or teachers) to teach toward different needs for different students in different contexts. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 481–505, 2009