Les Objets d’Apprentissage de Sciences Face aux Représentations des Enfants dans les Pratiques des Enseignants de L’école Préscolaire
Abstract
Full Text:
PDFReferences
Daniels, J. S. (2002). “Foreword” in Information and Communication Technology in Education. A Curriculum for schools and programme for teacher development. Paris:UNESCO.
Flecknoe, M. (2002). How can ICT help us to improve education? Innovations in Education & Teaching International, 39(4), 271-280.
Mooij, T. (2007). Design of educational and ICT conditions to integrate differences in learning: contextual learning theory and a first transformation step in early education. Computers in Human Behaviour, 23(3), 1499--1530.
Ravanis, K. (2000). La construction de la connaissance physique à l’âge préscolaire : recherches sur les interventions et les interactions didactiques. Aster, 31, 71-94.
Ravanis, K. (2005). Les Sciences Physiques à l’école maternelle: éléments théoriques d’un cadre sociocognitif pour la construction des connaissances et/ou le développement des activités didactiques. International Review of Education, 51(2/3), 201-218.
Dodani, M. (2002). The dark side of object learning: Learning Objects. of Object Technology, 1(5), 37-42.
Quinn, C., & Hobbs, S. (2000). Learning objects and instructional components. Educational Technology and Society, 3(2), 13-20.
UNESCO (2002). Information and Communication Technology in Education – A Curriculum for Schools and Programme for Teacher Development. Paris: UNESCO.
Ravanis, Κ., Matalliotaki, Ε., Vorvilas, G., & Komis, V. (2011). Les «Objets d’Apprentissage» à l’enseignement : quels choix didactiques et épistémologiques ? Synergies Sud-Est Européen, 3, 53-62.
Norton, M. (1996). Media objects. In P. Northrup (Ed.), Learning Objects for instruction: design and evaluation (pp. 4-18). New York: Information Science Publishing.
Merrill, D. (1998). Knowledge Objects. CBT Solutions, Mar/Apr 1998, 1-11.
Barritt, C., & Alderman, F. (2004). Creating a reusable learning objects strategy: leveraging information and learning in a knowledge economy. San Francisco: Pfeiffer.
Gibbons, A. S., Nelson, J., & Richards, R. (2000). The nature and origin of instructional objects. In D. A. Wiley (Ed.), The instructional use of learning objects (pp. 25-58). Bloomington: Association for Instructional Τechnology and Association for Educational Communications and Technology.
Friesen, Ν. (2001). What are Educational Objects? Interactive Learning Environments, 9(3), 219-230.
Muzio, J., Heins, T., & Mundell R. (2002). Experiences with reusable E-learning objects: From theory to practice. The Internet and Higher Education, 5(1), 21-34.
Van Assche, F., & Vuorikari, R. (2006). A Framework for quality of learning resources. In U. Ehlers & J. M. Pawlowski (Eds.), European handbook for quality and standardization in E-Learning (pp. 443-456). Berlin: Springer.
Johsua, S., & Dupin, J.-J. (1993). Introduction à la didactique des sciences et des mathématiques. Paris: PUF.
Piaget, J. (1976). La représentation du monde chez l’enfant. Paris: PUF.
Weil-Barais, A. (1985). L’étude des connaissances des élèves comme préalable à l’action didactique. Bulletin de Psychologie, 368, 157-160.
Ravanis, K. (1999). Représentations des élèves de l’école maternelle: le concept de lumière. International of Early Childhood, 31(1), 48-53.
Castro, D. (2013). Light mental representations of 11-12 year old students. of Social Science Research, 1(2), 35-39.
Grigorovitch, A. (2014). Children's misconceptions and conceptual change in Physics Education: the concept of light. of Advances in Natural Sciences, 1(1), 34-39.
Kada, V., & Ravanis, K. (2016). Creating a simple electric circuit with children between the ages of five and six. South African of Education, 36(2), 1-9.
Ravanis, K. (1998). Procédures didactiques de déstabilisation des représentations spontanées des élèves de 5 et 10 ans. Le cas de la formation des ombres. In A. Dumas Carré & A. Weil-Barais (éds), Tutelle et médiation dans l´éducation scientifique (pp. 105-121). Berne: P. Lang.
Canedo-Ibarra, S. P., Castellfi-Escandell, J., Paloma Garcia-Wehrle, P., & Morales-Blake, A. R. (2010). Precursor models construction at preschool education: an approach to improve scientific education in the classroom. Review of Science, Mathematics and ICT Education, 4(1), 41-76.
Dumas Carré, A., Weil-Barais, A., Ravanis, K., & Shourcheh, F. (2003). Interactions maître-élèves en cours d’activités scientifiques à l’école maternelle : approche comparative. Bulletin de Psychologie, 56(4), 493-508.
Monroy-Hernández, A, & Resnick, M. (2008). Empowering kids to create and share programmable media. Interactions, 15(2), 50-53.
Oluwadare, F. A. (2015). ICT use in Preschool Science Education: a case study of some private Nursery Schools in Ekiti State. of Education and Practice, 31(6), 75-79.
Ntalakoura, V., & Ravanis, K. (2014). Changing preschool children’s representations of light: a scratch based teaching approach. of Baltic Science Education, 13(2), 191-200.
DOI: http://dx.doi.org/10.52155/ijpsat.v4.1.61
Refbacks
- There are currently no refbacks.
Copyright (c) 2016 Alyona Grigorovitch
This work is licensed under a Creative Commons Attribution 4.0 International License.