Processus d'apprentissage, savoirs complexes et traitement de l'information : un modèle théorique à l'usage des praticiens, entre sciences cognitives, didactique et philosophie des sciences.
TLDR
Cherchant et al. as mentioned in this paper propose a modele allosterique, which is an interface between the sciences of education, the sciences cognitives, and the philosophy des sciences.Abstract:
Cherchant a etablir un pont theorique et pratique entre les sciences de l'education, les sciences cognitives et la philosophie des sciences, la these developpe un modele didactique a l'interface entre ces disciplines : le modele allosterique de l'apprendre initie et developpe par Giordan (1988) et al. (1992), qui s'inscrit dans le paradigme des theories du changement conceptuel. Nourri par les travaux recents des psychologues cognitifs sur les processus d'apprentissage tels que les theories du recyclage neuronal (Dehaene, 2007) ou de l'inhibition cerebrale (Houde & Tzourio-Mazoyer, 2003), ainsi que sur diverses theories relatives a l'elaboration de la pensee telles que l'economie comportementale (Tversky & Kahnernan, 1982) ou le modele-cadre SRK (Rasmussen, 1990), ce modele developpe et precise le concept d’allosterie a travers la description et la formalisation des processus de deconstruction-reconstruction des conceptions, qui ont lieu lors des apprentissages complexes. De la phase de theorisation du modele, effectuee par un recours aux formalismes de la reactivite chimique en accord avec la metaphore initiale de l'allosterie, il est possible de deduire divers environnements didactiques operatoires et feconds pour le praticien de l'enseignement et de la mediation scientifiques. Ces previsions theoriques sont alors mises a l'epreuve de l'experimentation didactique a travers une recherche de terrain centree sur la notion d'experience contre-intuitive (Eastes & Pellaud, 2004) menee aupres de differents types de publics.read more
Citations
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Individual differences in reasoning: Implications for the rationality debate?-Open Peer Commentary-Differences, games, and pluralism
TL;DR: In this article, the authors examined the implications of individual differences in performance for each of the four explanations of the normative/descriptive gap, including performance errors, computational limitations, wrong norm being applied by the experimenter, and a different construal of the task by the subject.
Recalling routes around London: Activation of the right hippocampus in taxi drivers
TL;DR: In this article, positron emission tomography (PET) was used to examine the neural substrates of topographical memory retrieval in licensed London taxi drivers of many years experience while they recalled complex routes around the city.
References
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Journal ArticleDOI
Reading normal and degraded words: contribution of the dorsal and ventral visual pathways.
Laurent D. Cohen,Laurent D. Cohen,Stanislas Dehaene,Stanislas Dehaene,Fabien Vinckier,Fabien Vinckier,Antoinette Jobert,Alexandra Montavont +7 more
TL;DR: Results clarify when and how the ventral parallel visual word form system needs to be supplemented by the deployment of dorsal serial reading strategies.
Journal ArticleDOI
From conceptual development to science education: a psychological point of view
TL;DR: A theoretical framework based on cognitive/developmental research is described in this article, where it is argued that science learning is a gradual process during which initial conceptual structures based on children's interpretations of everyday experience are continuously enriched and restructured.
Journal Article
Social Skills for Successful Group Work
TL;DR: In a 4th grade classroom the teacher is trying out learning groups and she sighs, "This is a mess,\" she thinks as mentioned in this paper, "My stu dents do not know how to work coop eratively".
Book ChapterDOI
Learning Theories and Education: Toward a Decade of Synergy
John D. Bransford,Reed Stevens,Daniel L. Schwartz,Andrew N. Meltzoff,Roy Pea,Jeremy Roschelle,Nancy Vye,Patricia K. Kuhl,Philip Bell,Brigid Barron,Byron Reeves,Nora Sabelli +11 more
TL;DR: In this article, a grant from the National Science Foundation (NSF#0354453) was used to support the development of the Zimmmerman algorithm, which is used in the ZIMMERMAN algorithm.