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Author: Lisa Puech
Publisher:
ISBN:
Category :
Languages : fr
Pages :
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Book Description
Depuis Piaget, de nombreux chercheurs se sont intéressés aux liens existant entre le raisonnement logico-mathématique et le versant compréhension du développement langagier. Notre étude se place dans la continuité de ces travaux. Existe-t-il des liens entre les capacités de classification et d’inclusion et la compréhension de texte écrit ? Nous supposons que la maîtrise des structures de classification et d’inclusion est impliquée dans la compréhension de texte, en particulier dans la compréhension inférentielle et co-référentielle. Toutes les épreuves de notre protocole sont issues de I’EVALEO 6 - 15 (J. Roustit, M.Touzin, L. Launay et C. Maeder, sous presse). Sur le versant du raisonnement logico-mathématique nous explorons les capacités de classification et d’inclusion. Dans le domaine de la compréhension de texte nous évaluons le traitement inférentiel et co-référentiel, la capacité à remettre les événements du texte dans l’ordre chronologique, et la capacité à dégager l’idée principale du texte en version et écrite. Le protocole est adapté aux trois niveaux scolaires testés. La population de cette étude est composée de 104 enfants tout-venant répartis en trois niveaux (CE2. CM2. 5ème). Les résultats mettent en évidence des corrélations significatives entre la compréhension de texte et les épreuves d’inclusion pour notre population de CM2. Nous n’avons pas retrouvé de corrélation pour les niveaux CE2 et 5ème, sauf entre la compréhension inférentielle et les épreuves de logique chez les élèves de 5ème. Cette étude démontre l’existence de liens entre la maîtrise de l’inclusion et la compréhension de textes. Elle permet d’envisager la prise en charge onhophonique des enfants ayant des troubles de la compréhension écrite ou des troubles du raisonnement logico-mathématique d’une manière plus globale.
Author: Lisa Puech
Publisher:
ISBN:
Category :
Languages : fr
Pages :
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Book Description
Depuis Piaget, de nombreux chercheurs se sont intéressés aux liens existant entre le raisonnement logico-mathématique et le versant compréhension du développement langagier. Notre étude se place dans la continuité de ces travaux. Existe-t-il des liens entre les capacités de classification et d’inclusion et la compréhension de texte écrit ? Nous supposons que la maîtrise des structures de classification et d’inclusion est impliquée dans la compréhension de texte, en particulier dans la compréhension inférentielle et co-référentielle. Toutes les épreuves de notre protocole sont issues de I’EVALEO 6 - 15 (J. Roustit, M.Touzin, L. Launay et C. Maeder, sous presse). Sur le versant du raisonnement logico-mathématique nous explorons les capacités de classification et d’inclusion. Dans le domaine de la compréhension de texte nous évaluons le traitement inférentiel et co-référentiel, la capacité à remettre les événements du texte dans l’ordre chronologique, et la capacité à dégager l’idée principale du texte en version et écrite. Le protocole est adapté aux trois niveaux scolaires testés. La population de cette étude est composée de 104 enfants tout-venant répartis en trois niveaux (CE2. CM2. 5ème). Les résultats mettent en évidence des corrélations significatives entre la compréhension de texte et les épreuves d’inclusion pour notre population de CM2. Nous n’avons pas retrouvé de corrélation pour les niveaux CE2 et 5ème, sauf entre la compréhension inférentielle et les épreuves de logique chez les élèves de 5ème. Cette étude démontre l’existence de liens entre la maîtrise de l’inclusion et la compréhension de textes. Elle permet d’envisager la prise en charge onhophonique des enfants ayant des troubles de la compréhension écrite ou des troubles du raisonnement logico-mathématique d’une manière plus globale.
Author:
Publisher: UNESCO
ISBN: 9230010871
Category :
Languages : en
Pages : 209
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Author: Pablo Diener
Publisher:
ISBN:
Category : Brazil
Languages : pt
Pages : 384
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Author: Sheila Jasanoff
Publisher: Routledge
ISBN: 1134328338
Category : Social Science
Languages : en
Pages : 404
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Book Description
Notes on contributors Acknowledgements 1. The Idiom of Co-production Sheila Jasanoff 2. Ordering Knowledge, Ordering Society Sheila Jasanoff 3. Climate Science and the Making of a Global Political Order Clark A. Miller 4. Co-producing CITES and the African Elephant Charis Thompson 5. Knowledge and Political Order in the European Environment Agency Claire Waterton and Brian Wynne 6. Plants, Power and Development: Founding the Imperial Department of Agriculture for the West Indies, 1880-1914 William K. Storey 7. Mapping Systems and Moral Order: Constituting property in genome laboratories Stephen Hilgartner 8. Patients and Scientists in French Muscular Dystrophy Research Vololona Rabeharisoa and Michel Callon 9. Circumscribing Expertise: Membership categories in courtroom testimony Michael Lynch 10. The Science of Merit and the Merit of Science: Mental order and social order in early twentieth-century France and America John Carson 11. Mysteries of State, Mysteries of Nature: Authority, knowledge and expertise in the seventeenth century Peter Dear 12. Reconstructing Sociotechnical Order: Vannevar Bush and US science policy Michael Aaron Dennis 13. Science and the Political Imagination in Contemporary Democracies Yaron Ezrah 14. Afterword Sheila Jasanoff References Index
Author: Leonard J Lickorish
Publisher: Routledge
ISBN: 1136391924
Category : Business & Economics
Languages : en
Pages : 257
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Book Description
An Introduction to Tourism is the essential guide to the tourism industry. It provides a comprehensive and authoritative introduction to all facets of tourism including: the history of tourism; factors influencing the tourism industry; tourism in developing countries; sustainable tourism; forecasting future trends. Tourism has changed radically in recent years with the onset of many technological and economic changes and an ever increasing concern for the environment. This book provides a down-to-earth introduction to this complex and multi-faceted industry. This invaluable introduction is written for all students of tourism and all those involved in the industry who want to know more about the structure, component activities and environment within which they work.
Author: Hayden White
Publisher: JHU Press
ISBN: 1421415615
Category : Literary Criticism
Languages : en
Pages : 483
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Book Description
This penetrating analysis of eight classic nineteenth-century thinkers explains how historians use literary techniques to write sophisticated historical works. Since its initial publication in 1973, Hayden White's Metahistory has remained an essential book for understanding the nature of historical writing. In this classic work, White argues that a deep structural content lies beyond the surface level of historical texts. This latent poetic and linguistic content—which White dubs the "metahistorical element"—essentially serves as a paradigm for what an "appropriate" historical explanation should be. To support his thesis, White analyzes the complex writing styles of historians like Michelet, Ranke, Tocqueville, and Burckhardt, and philosophers of history such as Marx, Hegel, Nietzsche, and Croce. The first work in the history of historiography to concentrate on historical writing as writing, Metahistory sets out to deprive history of its status as a bedrock of factual truth, to redeem narrative as the substance of historicality, and to identify the extent to which any distinction between history and ideology on the basis of the presumed scientificity of the former is spurious. This fortieth-anniversary edition includes a new preface in which White explains his motivation for writing Metahistory and discusses how reactions to the book informed his later writing. In a new foreword, Michael S. Roth, a former student of White's and the current president of Wesleyan University, reflects on the significance of the book across a broad range of fields, including history, literary theory, and philosophy. This book will be of interest to anyone—in any discipline—who takes the past as a serious object of study.
Author: Barry Buzan
Publisher: Lynne Rienner Publishers
ISBN: 9781555877842
Category : History
Languages : en
Pages : 252
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Book Description
Sets out a comprehensive framework of analysis for security studies, examining the distinctive character and dynamics of security in five sectors: military, political, economic, environmental, and societal. It rejects traditionalists' case for restricting security in one sector, arguing that security is a particular type of politics applicable to a wide range of issues, and offers a constructivist operational method for distinguishing the process of securitization from that of politicization. Annotation copyrighted by Book News, Inc., Portland, OR
Author: Ngoc Châu Ta
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 146
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Book Description
UNESCO pub. Case study of educational policy and the financial aspects of educational development in Tanzania, contributing to a research project in the financing of educational systems in developing countries - includes graphs and statistical tables.
Author: Collectif
Publisher: OECD
ISBN: 9264270728
Category : Law
Languages : en
Pages : 320
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Book Description
Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to help students reach their full potential and become valuable members of 21st century society. The nature and variety of these demands imply that teachers, more than ever before, must be professionals who make decisions based on a robust and updated knowledge base. This publication presents research and ideas from multiple perspectives on pedagogical knowledge - the knowledge of teaching and learning - and the changing nature of the teaching profession. It provides a modern account of teachers’ professional competence, and how this relates to student learning. The report looks at knowledge dynamics in the teaching profession and investigates how teachers’ knowledge can be measured. It provides precious insights into 21st century demands on teacher knowledge. This volume also offers a conceptual base for a future empirical study on teachers’ knowledge. It will be a useful resource for those interested in understanding the different factors underlying high quality teaching through examining and outlining the complexity of the teaching profession. In particular, this publication will be of interest to teacher educators, educational leaders, policy makers and the research community.
Author: Ludwik Fleck
Publisher: University of Chicago Press
ISBN: 022619034X
Category : Science
Languages : en
Pages : 232
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Book Description
Originally published in German in 1935, this monograph anticipated solutions to problems of scientific progress, the truth of scientific fact and the role of error in science now associated with the work of Thomas Kuhn and others. Arguing that every scientific concept and theory—including his own—is culturally conditioned, Fleck was appreciably ahead of his time. And as Kuhn observes in his foreword, "Though much has occurred since its publication, it remains a brilliant and largely unexploited resource." "To many scientists just as to many historians and philosophers of science facts are things that simply are the case: they are discovered through properly passive observation of natural reality. To such views Fleck replies that facts are invented, not discovered. Moreover, the appearance of scientific facts as discovered things is itself a social construction, a made thing. A work of transparent brilliance, one of the most significant contributions toward a thoroughly sociological account of scientific knowledge."—Steven Shapin, Science
