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63.
Philippe C. Duchastel 《Instructional Science》1990,19(6):437-444
There is strong interest in the field of instructional design in building expert systems that can provide advice to inexperienced instructional designers. This paper questions whether the expert systems model to advice-giving is in fact appropriate for a design process such as instructional design. An alternate approach based on case-based reasoning and the critic approach to advice-giving is considered to be better adapted to the cognitive needs of this task. The cognitive constraints of the task are used to orient the design of an instructional design workbench. The concept of an ID workbench illustrates the direct application of cognitive science to a complex practical task in the area of design. 相似文献
64.
Philippe Gaudin 《British Journal of Religious Education》2017,39(1):93-106
In France, there is no religious education in state schools. ‘Convictional education’ appeared by drawing its perimeter around three educational subjects: philosophy, teaching about religions, and moral and civic education. Today, the French school is facing new challenges in a highly secularised society on which religion is laying new claims. As an institution, it is not neutral insofar as it proceeds from a political philosophy that evolved from the French Revolution. It is within the operative framework of this philosophy and with specific teaching practices that it intends to combine unity and plurality within itself. 相似文献
65.
Philippe Lemistre 《British Journal of Sociology of Education》2019,40(7):953-969
AbstractWe bring together the theories of Bourdieu and Sen in order to understand the processes that influence the study paths chosen by young people with a general degree from a science university in France. The weighting of economic and cultural capital within study options taken in secondary education and during the premier cycle (the first three years of tertiary education) helps characterise elements of students’ trajectories which either stymie or reinforce a nonetheless dominant reproduction. 相似文献
66.
This research investigated the early determinants of self-other discrimination in infancy. Ninety-six 4- and 9-month-old infants were placed facing a live image either of themselves or of another person (experimenter) mimicking them. The specular image was either contingent (on-line), or contingent with a 2-s delay. After a first 1-min presentation, the video image of either the self or the other was suddenly frozen for 1 min (still-face episode). This was followed by a last minute of live presentation. From 4 months of age, infants appeared to perceive and act differentially when facing the specular image of themselves or the mimicking other. In general, infants tended to smile more, look more, and have more protracted first-look duration toward the mimicking other compared with the self. Developmentally, 9-month-olds showed markedly more social initiatives toward the mimicking other compared with the self during the still-face episode. In all, these results indicate that infants develop self-other discrimination in specular images long before mirror self-recognition, which is typically reported by the second year. Discrimination of the self from other is interpreted as a precursory ability and a perceptual foundation of later conceptual self development. 相似文献
67.
Catherine Defeyt Philippe Walter Hélène Rousselière Peter Vandenabeele Bart Vekemans Louise Samain 《文物保护研究》2018,63(1):24-35
The study of La Famille Soler using non-invasive imaging, molecular, structural, and elemental analysis allowed the re-examination of changes of the work. Considered as the earliest of Picasso’s versions of Le déjeuner sur l’herbe by E. Manet, evidence suggests that an underlying landscape painted by Vidal in 1903 also referred to Manet’s masterpiece. On the other hand, new results suggest that the cubist sketch undertaken by Picasso in 1912, prior to the current blue background, could be an uncompleted transformation of Vidal’s landscape into synthetic cubism. Through study the main pigments used in the underlying compositions were successfully identified. 相似文献
68.
Philippe Jonnaert Domenico Masciotra Johanne Barrette Denise Morel Yaya Mane 《Prospects》2007,37(2):187-203
The article begins by drawing a distinction between the concepts of “curriculum” and “programme of study”, and goes on to
show that curriculum reform involves much more than simply rewriting programmes of study. The reforms that are presently sweeping
across education systems throughout the world qualify, in many cases, as true paradigm revolutions, given the magnitude of
the transition from an objectives-based to a competency-based pedagogy. The authors discuss the complex nature of a situated
approach to competence by exploring the theoretical foundations of a number of contemporary perspectives: situated action/cognition,
distributed cognition/intelligence, collective intelligence and enaction. The value of a situated approach to competence is
that it goes beyond an objectives-based pedagogy, while at the same time incorporating the best of what it has to offer.
Original language: French
Philippe Jonnaert (Belgium)
Doctoral degree in educational studies from the Université de Mons; formerly, a professor at the Université de Louvain-la-Neuve
in Belgium and the University of Sherbrooke in Canada; a visiting professor at the Université René Descartes, Paris 5-Sorbonne;
he is currently a full professor at the Université du Québec à Montréal (UQàM); director of the Observatoire des réformes
en education (ORé); and consultant to various international organizations on issues related to curriculum development. E-mail:
philippejonnaert@yahoo.ca
Domenico Masciotra (Canada)
Doctorate in educational studies from UQáM and completed post-doctoral studies at the Massachussetts Institute of Technology;
he is a researcher for ORé and consultant to the Ministère de l’éducation, du loisir et du sport (MELS) of Quebec. E-mail:
masciotra.domenico@videotron.ca
Johanne Barrette (Canada)
A graduate student in a doctoral programme of educational studies at UQáM; her dissertation concerns informal and tacit learning
acquired through practice in business settings. She has worked as an educational consultant for adult education in the workplace;
as an adult education teacher; as a project manager in charge of a number of Quebec-based and international projects on the
development of competencies in the workplace; and is currently a researcher at ORé. E-mail: barsav@sympatico.ca
Denise Morel (Canada)
Denise Morel holds two master’s degrees: in philosophy (McGill University, Montreal) and in Applied Linguistics (Concordia
University, Montreal); has worked as a teacher, educational consultant and analyst for the English Montreal School Board,
and as a part-time lecturer at Concordia University; has participated in several programme development projects for the MELS
of Quebec, and collaborates with ORé. E-mail: dmorel@emsb.qc.ca
Yaya Mane (Canada)
Holds a doctorate in educational studies from the Université Montréal; has taught at the Institut supérieur des sciences de
l’éducation de Guinée (ISSEG); he is presently a lecturer in the Faculty of Education at the Université Montréal;, a research
officer at the Centre interdisciplinaire de la formation de la profession enseignante (CRIFPE) at the Université Montréal;,
and a researcher at ORé. E-mail: yaya.mane@umontreal.ca 相似文献
69.
Malenfant N Grondin S Boivin M Forget-Dubois N Robaey P Dionne G 《Child development》2012,83(4):1332-1346
This study tested whether the association between temporal processing (TP) and reading is mediated by phonological awareness (PA) in a normative sample of 615 eight-year-olds. TP was measured with auditory and bimodal (visual-auditory) temporal order judgment tasks and PA with a phoneme deletion task. PA partially mediated the association between both auditory and bimodal TP and reading, above nonverbal abilities, vocabulary, and processing speed. PA explained a larger proportion of the association between auditory TP and reading (56% vs. 39% for bimodal TP), and most of the association between bimodal TP and reading was direct. This finding is consistent with a dual-phonological and visual-pathway model of the association between TP and reading in normative reading skills. 相似文献
70.
A critical issue facing a number of colleges and universities is how to allocate first year places to incoming students. The decision to admit students is often based on a number of factors, but a key statistic is a student's high school grades. This paper reports on a case study of the subsequent performance at the University of Winnipeg of high school students from 84 Manitoba high schools. By tracking the university performance of students admitted for the years 1997–2002, we are able to estimate the likelihood of success of subsequent students based on their characteristics as well as their high school grades. In doing so, we use a number of alternative estimators including a Least Squares Dummy Variable Model and a Hierarchical Linear Model. The methodology should be of interest to admissions officers at other universities as an input into estimating the subsequent performance of first year students. 相似文献