Mardi 22 juin de 12h à 13h30 - Département d’Etudes Cognitives (DEC) - 29 rue d’Ulm (75005) - Salle Paul Lapie : 1er étage
se tiendra la cinquième séance du séminaire EDU.TE.CO. 2010 sur
L’EDUCATION BASÉE SUR LA PREUVE ET SUR LA CONNAISSANCE : QUELLES MÉTHODES ? QUELS SAVOIRS ?
organisé par le groupe Compas dans le cadre du colloquium du DEC
L’invité de cette séance est
Sabine Hoidn, Harvard University School of Education
Titre: The Design of Exploratory Learning Environment Abstract: Recent findings from the emerging field of the learning sciences suggest that learners them selves need to actively cons truct knowledge in ways that make sense to them connecting new information to prior knowledge while being engaged in au thentic practices. However, many teacher and curriculum programs in formal higher education are designed to put the instructor in the forefront. While the instructor does the explaining and questioning, the students do the listening (traditional models of lear ning). Consequently, thinking of teaching as helping students to learn, i.e. to understand, this study tries to elaborate on cognition in its physical, social and cultural context investigating learning and teaching as they happen in higher education classrooms. The case study research is guided by the following question: How do expert instructors design exploratory lear ning environments that engage students in deep learning? Preliminary results of the first two case studies conducted at Harvard Graduate School of Education during Fall term 2009 and Spring term 2010 will be presented.1
1 The first two case studies are part of a larger research program (2009-2012) called “An Alternative Model of Learning: Implications of Learning Sciences Research for the Creation of Effective Technology-Enhanced Learning Environments” and sponsored by the European Commission (FP7).
Sian L. Beilock1, Elizabeth A. Gunderson, Gerardo Ramirez, and Susan C. Levine
+ Author Affiliations
Department of Psychology and Committee on Education, University of Chicago, IL 60607
Edited* by Edward E. Smith, Columbia University, New York, NY, and approved December 17, 2009 (received for review September 23, 2009)
Abstract
People’s fear and anxiety about doing math-over and above actual math ability-can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers’ anxieties relate to girls’ math achievement via girls’ beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers’ classrooms was also assessed. There was no relation between a teacher’s math anxiety and her students’ math achievement at the beginning of the school year. By the school year’s end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that “boys are good at math, and girls are good at reading” and the lower these girls’ math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers’ math anxiety carries consequences for girls’ math achievement by influencing girls’ beliefs about who is good at math.
Valérie Camos a fait un exposé très intéressant concernant ses travaux sur la mémoire de travail et des retombées sur l’apprentissage.
Qu’est-ce que la mémoire de travail ? C’est un système doté de capacités limitées destiné au stockage temporaire d’informations et à la manipulation de celles-ci qui est nécessaire pour effectuer toutes les tâches (Baddley, 2000). Il existe trois modèles fondamentaux de la mémoire de travail : un modèle qui met l’accent sur les structures, séparées et indépendantes, du stockage et de la manipulation de l’information (Baddley) ; un autre modèle qui perçoit les deux fonctions comme totalement interdépendantes car elles partagent toutes deux l’information (Case) ; et un dernier modèle qui intègre les deux premiers.
Pourquoi s’intéresser à la mémoire de travail quand on s’occupe d’éducation ? Parce que la mémoire de travail a un impact sur la réussite scolaire. En effet, la qualité de la mémoire de travail permet de prédire les résultats scolaires (Lépine, Barrouillet, Camos, 2005).
Carl Wieman est un prix Nobel pour la physique, mais aussi un scientifique qui s’intéresse à la manière dont les sciences sont enseignées. De plus en plus, les défis auxquels nous sommes confrontés et les développements des sciences nous mettent face à des choix et à des changements d’attitude qui sont possibles seulement avec une alphabétisation scientifique suffisante.
C’est pour cette raison que l’éducation scientifique ne peut plus se permettre de s’occuper seulement d’une fraction réduite de la population, la fraction qui se donnera à des études scientifiques; elle doit se donner l’objectif de produire une alpabétisation scientifique générale et suffisante à faire face à ces choix et défis:
L’invitée de cette séance est Valérie Camos, Membre du Laboratoire d’Etude de l’Apprentissage et du Développement, Membre Junior de l’Institut Universitaire de France
Titre: Factors of Working Memory Development : the Time-Based Resource-Sharing Approach
Abstract: Increase in working memory capacity is often mentioned as a main source of cognitive development (Case, 1985; Pascual-Leone, 1970; Halford, 1993). Recently, we proposed a new model of working memory, the Time-Based Resource-Sharing model (TBRS ; Barrouillet, Bernardin, & Camos, 2004 ; Barrouillet & Camos, 2007). This model assumes that, during complex working memory span tasks, attention is frequently and surreptiously switched from processing to reactivate decaying memory traces before their complete loss. According to the TBRS model, three main sources of the development of working memory are identified: the amount of available attention, the phenomenon of decay, and the efficiency of the mechanism of reactivation of memory traces through rapid attentional switching. The first part of this talk will reported previous studies that documented the impact of age-related changes in the amount of attention (Barrouillet & Camos, 2001; Barrouillet & Gavens, 2004). In a second part, two series of experiments will focus on the age-related changes in the capacity to refresh and reactivate memory items in working memory span tasks. The first series will show the increase in efficiency in the refreshment mechanism from 8 to adolescence. The second series will explore the qualitative change that occurred between 5 and 7 in maintenance mechanisms.
OCDE 29/11/2007 - Finland once again takes the number one spot in OECD’s three-yearly PISA test of the abilities of a sample of 15-year old secondary-school students, followed by Hong Kong (China) and Canada in second and third place, according to advance details of results that will be published in full next week. The PISA survey, based on tests carried out in 2006 in 57 countries that together account for nearly 90% of world GDP, is the most comprehensive and rigorous international yardstick of secondary-school students’ attainments. After focusing in 2000 on reading skills and in 2003 on mathematics, PISA 2006 tested students on how much they knew about science and their ability to use scientific knowledge and understanding to identify and address questions and resolve problems in daily life.
Quel est le secret pour parvenir aux meilleurs résultats avec le nombre le plus bas d’heures d’école par sémaine? (question que pose le journaliste qui a réalisé le service)
Voici une liste de 10 blogs sur l’éducation à suivre attentivement. J’ai choisi des blogs “vivants”, qui ne se limitent à la simple promotion des livres de leur auteur, ou à la diffusion de leurs idées, mais qui apportent des informations et suscitent la réflexion :
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