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Author:
Publisher:
ISBN:
Category : Physics
Languages : en
Pages : 659
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Book Description
Author:
Publisher:
ISBN:
Category : Physics
Languages : en
Pages : 659
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Book Description
Author:
Publisher: Centre National de la Recherche Scientifique
ISBN:
Category : Physics
Languages : en
Pages : 684
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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Laurence Viennot
Publisher: De Boeck Supérieur
ISBN: 9782804141295
Category : Education
Languages : fr
Pages : 252
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Book Description
Dans la perspective d'une recherche pour la pratique, l'ouvrage aborde l'élaboration et l'évaluation d'interventions d'enseignement adaptées à des contextes institutionnels classiques. L'approche adoptée associe, dans une analyse à grain fin, les acquis de recherche disponibles et ceux issus d'expérimentations auprès d'élèves, d'étudiants et enseignants de terrain. L'analyse conduit à l'identification de "détails critiques" de pratique enseignante susceptible de contribuer fortement au degré de réussite d'un projet, et les organise en lignes sensibles afin de favoriser leur repérage. Cinq séquences illustrent cette approche sur différents thèmes de physique : interactions de contact et frottement solide, pression hydrostatique, superposition des champs électriques, superposition d'ondes cohérentes et imagerie optique, phénomènes de couleur. L'ouvrage s'adresse aux chercheurs en didactique des sciences, aux professeurs d'IUFM et d'écoles normales, aux formateurs d'enseignants ainsi qu'aux enseignants en physique.
Author: Guy Robardet
Publisher: Presses Universitaires de France - PUF
ISBN: 9782130487616
Category :
Languages : fr
Pages : 232
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Book Description
En écrivant ce livre, nous avons voulu présenter les principaux repères qui nous paraissent constituer les fondements de la didactique des sciences physiques. Les deux premières parties sont consacrées à quelques éléments de réflexion sur la science, ses modes d'élaboration, ses procédures de validation, le statut des théories et des modèles scientifiques et la nature de la démarche scientifique. Elles constituent une première introduction aux principaux problèmes soulevés, à notre époque, par l'épistémologie des sciences expérimentales. La troisième partie présente les principaux résultats de la recherche en didactique des sciences physiques concernant les représentations, nous disons les conceptions, des élèves et les différents modes de raisonnements spontanés auxquels ils recourent fréquemment. Tout au long de la rédaction de ce livre, nous nous sommes efforcés de montrer par des exemples simples quelles pouvaient être en pratique les retombées, sur l'enseignement de la physique et de la chimie, des questions soulevées. Nous voulions que ce travail fût accessible à un large public. Ceci nous a conduits à rechercher une présentation, dans un langage aussi simple et aussi clair que possible, de notions souvent abstraites et difficiles d'accès sans pour autant, du moins nous l'espérons, les simplifier jusqu'à les dénaturer.
Author: David Kirk
Publisher: SAGE
ISBN: 1446206998
Category : Education
Languages : en
Pages : 865
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Book Description
`This is simply the physical education book of its time. The editors must be congratulated on bringing together so many quality authors from so many different parts of the world. As a handbook, it represents how far the study of physical education has moved forward in recent times. What we have is a clear portrayal of physical education at the start of the 21st century′ - Mike Jess, University of Edinburgh `This Handbook is a "must read" for all physical educators who are serious about understanding their subject and developing their practices. The list of authors involved reads like a "who′s who"′ of physical education at a global level - the editors are to be commended on bringing together such collective expertise - this is a key strength of the book. The Handbook successfully expresses a view of knowledge about physical education pedagogy which embraces different research traditions and emerging areas of interest across the global scholarly community′ - Jo Harris, Loughborough University `This comprehensive and eclectic exploration into the field of physical education draws on the vast expertise of its renowned international contributors with astounding results. The Handbook of Physical Education serves to firmly reinstate physical education to its position as the core discipline of sport and exercise science. The Handbook is destined to become an indispensable academic resource for scholars, students and enthusiasts of physical education for years to come′ - Pilvikki Heikinaro-Johansson, University of Jyväskylä What is the current condition of the field of physical education? How has it adapted to the rise of kinesiology, sport and exercise science and human movement studies over the last thirty years? This Handbook provides an authoritative critical overview of the field and identifies future challenges and directions. The Handbook is divided in to six parts: - Perspectives and Paradigms in Physical Education Pedagogy Research; - Cross-disciplinary Contributions to Research on Physical Education; - Learners and Learning in Physical Education; - Teachers, Teaching and Teacher Education in Physical Education; - Physical Education Curriculum; - Difference and Diversity in Physical Education. This benchmark work is essential reading for educators and students in the field of physical education.
Author: Groupe de recherche en didactique de la physique (Marseille)
Publisher:
ISBN:
Category :
Languages : fr
Pages :
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Author: L. Viennot
Publisher: Springer Science & Business Media
ISBN: 9401001219
Category : Science
Languages : en
Pages : 264
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Book Description
This book seeks to narrow the current gap between educational research and classroom practice in the teaching of physics. It makes a detailed analysis of research findings derived from experiments involving pupils, students and teachers in the field. Clear guidelines are laid down for the development and evaluation of sequences, drawing attention to "critical details" of the practice of teaching that may spell success or failure for the project. It is intended for researchers in science teaching, teacher trainers and teachers of physics.
Author: M. Bandiera
Publisher: Springer Science & Business Media
ISBN: 9401593078
Category : Science
Languages : en
Pages : 340
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Book Description
This volume presents a "photograph" of the state of the art in Science Education Research in Europe as it has emerged from the first ESERA Conference held in Rome in September 1997. The Conference saw the participation of more than 280 researchers from European and some extra European countries distributed as follows U. K. 46 The Netherlands 10 Germany 35 Finland 9 Italy 28 Switzerland 6 Spain 26 Portugal 6 France 18 Israel 5 Sweden Argentina 15 3 Denmark 14 Australia 3 Greece 14 USA 3 Brasil 11 Others 18 Norway TOTAL 11 281 As it can be seen from the table, although the group from U. K. where research in science education has a well established tradition is the most consistent one, quite a large number of researchers has come from Germany and the Scandinavian countries, sign of the increasing attention these countries pay to scientific education at all levels. The presence of researchers from extraeuropean countries has allowed a comparison of experience over a wider basisthan the national one. The themes of research, identified a priori by the organizers as important, were: of the Art in Science Education Research (Biology, - The State Chemistry, Physics and Earth Science) - Science Teaching and Learning - Science, Science Teaching and Society - Teachers' Education and its Cultural Components The Scientific Committee of the Conference decided to publish a selection of the papers presented and we accepted the task of the editing.
Author: L. Viennot
Publisher: Springer Science & Business Media
ISBN: 0306476363
Category : Science
Languages : en
Pages : 229
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Book Description
For a meaningful understanding of physics, it is necessary to realise that this corpus of knowledge operates in a register different from natural thought. This book aims at situating the main trends of common reasoning in physics with respect to some essential aspects of accepted theory. It analyses a great many research results based on studies of pupils and students at various academic levels, involving a range of physical situations. It shows the impressive generality of the trends of common thought, as well as their resistance to teaching. The book's main focus is to underline to what extent natural thought is organised. As a result of this mapping out of trends of reasoning, some suggestions for teaching are presented; these have already influenced recent curricula in France. This book is intended for teachers and teacher trainers principally, but students can also benefit from it to improve their understanding of physics and of their own ways of reasoning.
