Identifying Changes in a Student’s Mental Models and Stimulating Intrinsic Motivation for Learning During a Dialogue Regulated by the Teachback Technique: a Case Study

Research in Science Education - The aim of this paper is to show how an innovative technique can be used to introduce a method for uncovering intrinsic mechanisms that motivate changes in...     

Représentations et fonctionnements cognitifs dans une recherche de panne d’un système d’allumage en mecanique-auto

Fault finding is a puzzling task, at work and in technical and professional training. Our purpose is to contribute to an analysis of the required competencies and mainly to a characterisation of the evolution steps in knowledge and action organisation from novice to expert. Eight grown-up preparing a professional certificate in engine mecanics were observed and filmed while they were working out the diagnosis of an ignition trouble on a real equipment. The theory of functionning registers (deducted from Piaget’s theory) is considered as a relevant frame for our activity analysis. So, four competencies patterns has been outlined on the basis of errors extension, circuit functionning representations which were infered from schema interpretations, and trouble-shooting strategies denoted by control procedures. Some consequences about training are examined.     

Constructing and understanding of place value in numerical notation

The purpose of this study was to investigate how children aged five to nine gradually build up an understanding of the characteristics of place-value inherent in the written number system. The task consisted in presenting collections of chips, asking children to produce the corresponding two-digit numerals, and then questioning them in a structured clinical interview about the possible numerical meaning (in terms of correspondence to a number of chips) of each of the digits in the numeral. Results show that the idea that parts of the notation must correspond to mutually exclusive parts of the collection is but slowly built up, and that subsequently it is fleshed out by the use of knowledge concerning oral numeration_— written numeration correspondences. Intuitions concerning «groups of ten» arise later. A fair proportion of eight-year-olds and all nine-years-olds saw the two-digits as corresponding to, on the one hand, a number of units, and on the other, a number of groups of units.     

农民科技素质优化升级：我国农业现代化的必由之路

农民科技素质优化升级是指导农民的化、科学、技术知识和劳动技能、生产经验及经营水平等从低级水平向高级水平提升的动态过程。从我国农村生产力主要要素和农民收入及投入等角度看，农民科技素质能否迅速实现优化升级，直接关系到我国能否实现农业现代化。     

Sustainable development as a driver for educational innovation in engineering school: the case of UniLaSalle

ABSTRACT

The potential relationships between innovation and sustainability processes, in engineering education, is neither obvious nor simple, especially when innovation, generally speaking, is promoted regardless of sustainability. We used UniLaSalle (In January 2016, the ‘Institut Polytechnique LaSalle Beauvais’, a French engineering school, merged with another higher education engineering school (ESITPA, Rouen). Both campuses (Beauvais and Rouen) have a common name: UniLaSalle (www.unilasalle.fr). As the interview began during 2015, this article only describes the situation of the Beauvais campus.) as a ‘living Lab’ to identify and analyse the reasons for the integration of innovation and Sustainable Development (SD) in training programmes. The aim is to explore, in a perception and reflective approach, how SD can be understood as a driver for specific innovation attitudes in higher education engineering school. This paper adopts an empirical approach based on a qualitative study, using NVivo 9 software to analyse non-numerical data. Our research suggests that SD can be a structural driver for innovation if it is integrated in a transdisciplinarity approach and not just as a discipline per se.     

Enjoyment,Boredom, Anxiety in Elementary Schools in Two Domains: Relations With Achievement

This study investigated the enjoyment, boredom, and anxiety of elementary school students and the relations of these emotions with achievement in two domains. Seven-hundred-and-sixty-seven second- and fourth-graders completed an adaptation of the Achievement Emotions Questionnaire-Elementary School (AEQ-ES: Lichtenfeld, Pekrun, Stupnisky, Reiss, & Murayama, 2012) assessing their emotions in their native language and mathematics. The hierarchical model of the instrument was invariant across countries (Italy, Germany, United States), grades, gender, and domains. Anxiety related negatively to achievement, while enjoyment related positively to achievement only in mathematics. Second-graders reported more enjoyment and less boredom and anxiety than fourth-graders. Overall, mathematics resulted in better emotions than native language. The results have implications for future research on achievement emotions in elementary school.