La Recherche en Education en Haute-Volta

Résumé A partir d'un exemple, celui de la Haute-Volta, on peut penser qu'en Afrique les structures de recherche en éducation sont peu nombreuses. Les autorités ont souvent développé l'enseignement en transférant des systèmes plus ou moins adaptés. Cependant dans la période récente un mouvement de réforme de l'éducation rend nécessaire une recherche spécifique promise à un bel avenir — Celui-ci serait mieux assuré dans le cadre d'une coopération entre pays où les moyens humains, matériels et financiers seraient mis en commun dans un esprit de solidarité.

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If Upper Volta were to be taken as an example, it could be assumed that few institutions for educational research exist in Africa. Governments have often developed their own educational systems by adopting and, to a lesser or greater degree, adapting others. However, a recent movement for educational reform is necessitating specific research, oriented to the future. This could be best achieved by co-operation between countries, with the sharing of human, material and financial resources in a spirit of solidarity.

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Zusammenfassung Aufgrund des Beispiels von Ober-Volta ist anzunehmen, daß es in Afrika nur wenige Institutionen für Bildungsforschung gibt. Oft haben die Regierungen andere, mehr oder weniger angepaßte Systeme übernommen. In letzter Zeit hat sich jedoch eine Reformbewegung herausgebildet, die spezifische, zukunfts-orientierte Forschung erforderlich macht. Dies könnte am besten durch Zusammenarbeit mehrerer Länder und gemeinsamen Gebrauch personeller, materieller und finanzieller Mittel im Geiste der Solidarität realisiert werden.

     

Using clickers to facilitate development of problem-solving skills

Classroom response systems, or clickers, have become pedagogical staples of the undergraduate science curriculum at many universities. In this study, the effectiveness of clickers in promoting problem-solving skills in a genetics class was investigated. Students were presented with problems requiring application of concepts covered in lecture and were polled for the correct answer. A histogram of class responses was displayed, and students were encouraged to discuss the problem, which enabled them to better understand the correct answer. Students were then presented with a similar problem and were again polled. My results indicate that those students who were initially unable to solve the problem were then able to figure out how to solve similar types of problems through a combination of trial and error and class discussion. This was reflected in student performance on exams, where there was a statistically significant positive correlation between grades and the percentage of clicker questions answered. Interestingly, there was no clear correlation between exam grades and the percentage of clicker questions answered correctly. These results suggest that students who attempt to solve problems in class are better equipped to solve problems on exams.     

概念图在高职计算机基础教育中运用的可行性分析

本文从高等职业学院的教学对象等多方面因素入手分析了概念图在高职院校计算机基础教育中运用的可实施性。