Vivre avec les mass media: Une nouvelle mission pour les educateurs

Sans résumé     

Benefits of self‐paced learning modules for teaching quantitative methods in environmental science

Abstract

This is a multiple‐indicators evaluation of an innovative approach, using self‐paced learning modules accompanying computerised exercises as an adjunct to teaching quantitative concepts and skills to environmental science students at university. The evaluation data, based on a pre‐unit and a post‐unit questionnaire survey completed by 38 students, show high levels of student satisfaction with the unit as a whole, and the self‐paced workbooks in particular. Students also indicated a clear preference for learning from self‐paced workbooks compared to learning from textbooks. Some students applied the quantitative skills acquired to other academic units, or took the initiative to learn to use additional statistical procedures (not covered in the unit) for academic purposes. However, comparison of students’ levels of interest and confidence in quantitative subjects before and after the completion of the unit did not yield significant changes. Implications of the research findings for university science education are discussed.     

An epidemiological study of number processing and mental calculation in Greek schoolchildren

The aim of this study was to validate and standardize an instrument for the diagnosis of developmental dyscalculia (mathematics disorder) in a Greek population and to obtain relevant epidemiological data. We used the Neuropsychological Test Battery for Number Processing and Calculation in Children (NUCALC) in a community sample of 240 students ages 7 to 11 years from urban and rural schools. There were no differences between genders in arithmetical performance; however, the effects of grade and socioeconomic level were significant. Prevalence was higher in the rural than in the urban area. A cross-cultural comparison of the Greek data with those obtained with the same instrument in other countries in schoolchildren of the same age was performed.     

Resistances et initiatives a Madagascar

Sans résumé     

The short‐term and the long‐term effect of primary schools and classes on mathematics and language achievement scores

A considerable body of previous research has demonstrated that differences between schools and classes have an impact on students' learning and acquisition of skills. It is not yet clear, however, whether the effects persist in the longer term. The present study examines the effect of primary schools and classes on language and mathematics achievement over a period of two years after leaving primary education. Considerable short‐term effects of the primary school and class on achievement levels at the end of primary education were found. Multilevel models with a cross‐classified structure were constructed to estimate the long‐term effects. Differences between secondary schools and classes turned out to be much more important for achievement in secondary education than the long‐term effects of primary schools and classes, which were small and died out fast.     

Energy,Society, and Education,with Emphasis on Educational Technology Policy for K-12

This paper begins by examining the profound impact of energy usage on our lives, and on every major sector of the economy. Then, the anticipated US energy needs by the year 2025 are presented based on the Department of Energys projections. The paper considers the much-touted National Energy Policy Report, and identifies a major flaw where the policy report neglects education as a contributor to solving future energy problems. The inextricable interaction between energy solutions and education is described, with emphasis on education policy as a potential vehicle for developing economically and commercially sustainable energy systems that have a minimal impact on the environment. With that said, an earnest argument is made as to the need to educate science, technology, engineering, and mathematics (STEM) proficient individuals for the energy technology development workforce, starting with the K-12 level. A framework for the aforementioned STEM education policies is presented that includes a sustained national awareness campaign, address the teachers salary issues, and addresses teacher quality issues. Moreover, the framework suggests a John Dewey-style learning-by-doing shift in pedagogy. Finally, the framework presents specific changes to the current national standards that would be valuable to the 21st century student.     

Effect of supramaximal exercise training on metabolic outcomes in obese adults

The purpose of this study was to evaluate the effects of 6 weeks of supramaximal exercise training (SET) on performance variables and metabolic changes in sedentary obese adults.

Twenty-four obese adults were randomly allocated into a non-trained (NT) [n = 12; body mass index (BMI) = 33(3)] and SET group [n = 12; BMI = (33(2)]. After baseline metabolic and fitness measurements, the participants completed a 6-week SET intervention. Metabolic, anthropometric, and fitness assessments were repeated post-intervention.

For SET, fasting glucose (4.64(0.15) vs. 4.32(0.22) mmol · l^–1; P < 0.01), insulin (23.2(4.6) vs. 13.8(3.3) µmol · ml^–1; P < 0.01), homoeostasis model assessment-insulin resistance index (4.78(1.2) vs. 2.65(1.5); P < 0.01) and systolic blood pressure (127(3) vs. 120(3) mmHg; P < 0.01) were significantly lower 24-h post-intervention than at baseline and for the NT group, and these changes remained significant at 72-h and 2-weeks post-intervention (P < 0.01, respectively). Interestingly, nonesterified fatty acids (0.62(0.09) vs. 0.71(0.11) mmol · l^–1; P < 0.01) and resting fat oxidation rate (57(11) vs. 63(4)%; P < 0.01) increased significantly from baseline 24-h post-intervention in the SET group and from baseline at 72-h (P < 0.01, respectively) and 2-weeks post-intervention (P < 0.01, respectively). Six weeks of SET improved a number of metabolic and vascular risk factors in obese, sedentary adults, highlighting the potential of SET to provide an alternative exercise model for the improvement of metabolic health in this population.     

Computing and the Teaching of Structural Analysis/ Le calcul par ordinateur et l'enseignement de l'analyse des structures

Computer structural analysis is now one of the fundamental pillars in the teaching of engineering. The task is to capitalize on all the new technologies in order primarily to help the students understand the behaviour of structures and, by the same token, improve their ability to analyze them. Consequently, the computer has to be exploited in a smart and ingenious way to achieve this task better. If, in the past, this was done in a more or less successful way, it is nowadays extremely difficult, if not quite impossible, to perform this task in a satisfactory manner. This is changing not only the teaching of structural analysis but also the content of the engineering courses. Hence, a reassessment and a reorganization of the teaching of computing for structural analysis have to take place. In this paper, a few ideas on the teaching of computing for structural analysis are discussed.     

The Effect of Schools and Classes on Noncognitive Outcomes

This article reports on the effects of individual background characteristics, classes, and schools on 4 noncognitive outcomes at the end of the 1st cycle secondary education in Flanders. The outcomes are: the degree to which the student feels at home in the school environment, the extent to which the student does his/her best for the school work, the academic self-concept, and the social integration in the class. Firstly, the raw class and school effects are estimated. Secondly, a broad set of background variables is introduced to isolate the net class and school effects. Thirdly, class and school composition variables are introduced. Finally, the additional predictive power of a number of other student, class, and school characteristics is documented.