How did Light Acquire a Velocity?     

Pierre Lauginie 《Science & Education》2013,22(6):1537-1554

We discuss how light acquired a velocity through history, from the ancient Greeks to the early modern era. Combining abstract debates, models of light, practical needs, planned research and chance, this history illustrates several key points that should be brought out in science education.  相似文献   

Correction to: Learning About Archaeology and Prehistoric Life     

Besse  M.  Fragnière  S.  Müller  A.  Piguet  M.  Dubois  L.  Miéville  D.  Schoeb  S.  Schumacher  D. 《Science & Education》2020,29(1):213-219

Science & Education - The original article unfortunately contains incorrect figures 6 to 13.  相似文献   

Collective Intelligence for Educators     

Pierre Levy 《Educational Philosophy and Theory》2013,45(8):749-754

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Évaluation-sondage dans le premier cycle (12–16 ans)     

Pierre Buisson 《Educational Studies in Mathematics》1976,6(4):429-445

Sans résuméI.R.E.M. de Rouen  相似文献   

Book reviews     

Lucien Morin  Pierre Angenot  Jean L. Gouveia  André Adan 《Prospects》1980,10(2):240-246

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Are implicit learning abilities sensitive to the type of material to be processed? Study on typical readers and children with dyslexia     

Aurélie Simoës Perlant  Pierre Largy 《Journal of Research in Reading》2011,34(3):298-314

This study aims to examine the impact of the linguistic nature of the material to be tracked in a serial reaction time task on the performance of typical readers and children with dyslexia. In doing so, we wished to detect eventual differences in the mobilisation of implicit learning skills between typical readers according to their experience with the written word (8‐ vs 10‐year‐olds) on the one hand, and between typical readers and children with dyslexia, on the other hand. Experiment 1 confirms the efficiency of implicit sequence learning in typical readers regardless of the nature of the item being tracked. Experiment 2 indicates that the sequence learning of children with dyslexia is sensitive to the nature of the target. Children with dyslexia show differences in the evolution of response times according to the nature of the item to be tracked.  相似文献   

Neuromyths Among Teachers and Student Teachers          下载免费PDF全文

Eric Tardif  Pierre‐André Doudin  Nicolas Meylan 《Mind, Brain, and Education》2015,9(1):50-59

Many so‐called brain‐based educational approaches have been strongly criticized for their lack of empirical support and occasionally for their use of pseudoscientific concepts. As a result, several use the term neuromyths to refer to false beliefs or misinterpretations regarding neuroscientific facts. We surveyed both teachers and student teachers concerning their agreement toward hemispheric dominance, modality dominance, and the Brain Gym© method. Results suggest that teachers as well as student teachers believe in the reality of hemispheric and modality dominance but only a few were aware of the Brain Gym© method. Correlation analyses show moderate relationships across different beliefs and/or their perceived benefits in education. Teachers believed more than student teachers in hemispheric dominance and its pedagogical relevance. Together with other studies, the results suggest that teachers and student teachers could benefit from appropriate training in this new field of research.  相似文献   

University students＇ conceptions about the concept of gene： Interest of historical approach     

Agorram Boujemaa  Clement Pierre  Selmaoui Sabah  Khzami Salaheddine  Chafik Jamal  Chiadli Abdellatif 《美中教育评论》2010,(2):9-15

Concepts of genetics are often difficult to teach, specifically the central concept of gene. Even the scientists disagree when defining this concept. This paper investigates university students＇ understanding about the gene and its functions. The results show the dominance of two conceptions of the gene： the Neoclassical model and the Mendelian model. The existence of hybrid conceptions and the lack of the modern model show that students are unable to mobilize the knowledge taught in biology. These results suggest to improve the teaching methods of genetics, for instance, by developing activities that bring students face to face with their conceptions.  相似文献   

The influence of cognitive abilities, age and characteristics of their sexual abuse experience on the statement of the presumed victims     

Dion J  Cyr M  Richard N  McDuff P 《Child abuse & neglect》2006,30(8):945-960

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Enhancement of writings on a damaged medieval manuscript using ultraviolet imaging     

Isabelle Montani  Eric Sapin  Alexandre Pahud  Pierre Margot 《Journal of Cultural Heritage》2012,13(2):226-228

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