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DissertationDOI

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.

TL;DR: 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.
Citations
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01 Jan 2000
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.
Abstract: Much research in the last two decades has demonstrated that human responses deviate from the performance deemed normative according to various models of decision making and rational judgment (e.g., the basic axioms of utility theory). This gap between the normative and the descriptive can be interpreted as indicating systematic irrationalities in human cognition. However, four alternative interpretations preserve the assumption that human behavior and cognition is largely rational. These posit that the gap is due to (1) performance errors, (2) computational limitations, (3) the wrong norm being applied by the experimenter, and (4) a different construal of the task by the subject. In the debates about the viability of these alternative explanations, attention has been focused too narrowly on the model response. In a series of experiments involving most of the classic tasks in the heuristics and biases literature, we have examined the implications of individual differences in performance for each of the four explanations of the normative/descriptive gap. Performance errors are a minor factor in the gap; computational limitations underlie non-normative responding on several tasks, particularly those that involve some type of cognitive decontextualization. Unexpected patterns of covariance can suggest when the wrong norm is being applied to a task or when an alternative construal of the task should be considered appropriate.

231 citations

01 Dec 1997
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.
Abstract: Functional imaging to date has examined the neural basis of knowledge of spatial layouts of large-scale environments typically in the context of episodic memory with specific spatiotemporal references. Much human behavior, however, takes place in very familiar environments in which knowledge of spatial layouts has entered the domain of general facts often referred to as semantic memory. In this study, 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. Compared with baseline and other nontopographical memory tasks, this resulted in activation of a network of brain regions, including the right hippocampus. Recall of famous landmarks for which subjects had no knowledge of their location within a spatial framework activated similar regions, except for the right hippocampus. This suggests that the hippocampus is involved in the processing of spatial layouts established over long time courses. The involvement of similar brain areas in routes and landmarks memory indicates that the topographical memory system may be primed to respond to any relevant topographical stimulation; however, the right hippocampus is recruited specifically for navigation in large-scale spatial environments. In contrast, nontopographical semantic memory retrieval involved the left inferior frontal gyrus, with no change in activity in medial temporal regions.

44 citations

References
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Book
01 Jan 1956

7 citations


Additional excerpts

  • ...…des pédagogies actives (Binet, 1911 ; Binet in Mialaret, 1958 ; Montessori, 1916 ; Decroly, 1937 ; Dewey,  1897  &  1947 ;  Freinet,  1956…),  introduction  de  la  « démarche  expérimentale »  dans  les  cours  de  sciences …...

    [...]

Book
13 Dec 2001
TL;DR: A summary of Newton's Three Laws of Motion can be found in this paper, where the authors discuss the use of Equations in Problem Solving and their application to physics problems.
Abstract: 1. Being in Equilibrium. Equilibrium. Vectors. The Sailboat. Tension, Compression, Arches, and Domes. 2. Linear Motion. Speed. Speed is Relative. Velocity. The Usefulness of Equations in Problem Solving. Acceleration. Free Fall-How Fast? How Far? Hang Time. Velocity Vectors. 3. Newton's Laws of Motion. Newton's First Law of Motion. Mass. Net Force. Friction. Newton's Second Law of Motion. Applying Force-Pressure. Free Fall-When Acceleration is g. Nonfree Fall-When Acceleration is Less Than g. Newton's Third Law of Motion. Systems of Forces. Acceleration and Newton's Third Law. Rocket Propulsion. Air Flight. Summary of Newton's Three Laws. 4. Momentum. Impulse Changes Momentum. Bouncing. Conservation of Momentum. 5. Energy. Work. Work Changes Energy. Potential Energy. Kinetic Energy. Conservation Energy. Power. Machines. Efficiency. Kinetic Energy and Momentum Compared. Energy Sources. 6. Rotational Motion. Rotational Inertia. Torque. Center of Mass and Center of Gravity. Locating the Center of Gravity. Stability. Angular Momentum. Conservation of Angular Momentum. Railroad Train Wheels. Rotational Motion Activities. 7. Gravity. The Universal Law of Gravity. G: The Universal Gravitational Constant. Gravity and Distance: The Inverse-Square Law. Force Fields. Tides. Tides on the Moon. Weight and Weightlessness. Black Holes. Universal Gravitation. 8. Projectile and Satellite Motion. Projectile Motion. Satellite Motion. Calculating Satellite Speed. Circular Orbits. Elliptical Orbits. Kepler's Laws of Planetary Motion. Energy Conservation and Satellite Motion. Escape Speed. 9. On Science. Mathematics-The Language of Science. The Language of Science in Words. The Scientific Method. Pseudoscience. Science, Art, and Religion. Science and Technology. In Perspective.

6 citations


Additional excerpts

  • ...…nouvelle :  d’autres  y  ont  déjà  songé,  sous  des  formes  un  peu  différentes  dénommées  Conceptual  Physics outre Atlantique (Hewitt, 2002) ou Fisica Ingenua en Italie (Bozzi, 1998), l’association française  1,2,3  Sciences  ayant …...

    [...]

01 Jan 2004
TL;DR: The notion of experiences contre-intuitivite as discussed by the authors has been used to rationaliser the notion of contreintuitive experience and comprendre comment elle peut etre utilisee par l'enseignant for permettre a l'eleve d'apprendre.
Abstract: Parmi les experiences spectaculaires utilisees aussi bien en vulgarisation que dans l'enseignement des sciences, l'experience contre-intuitive presente un interet pedagogique formidable car elle permet a la fois d'emerveiller, de perturber les conceptions de l'eleve et de le motiver a en savoir davantage. Pourtant, les resultats ne sont pas toujours a la hauteur des esperances que l'on peut y placer. L'analyse des experiences contre-intuitives dans le cadre theorique du modele allosterique de l'apprendre permet de rationaliser la notion de contre-intuitivite et de comprendre comment elle peut etre utilisee par l'enseignant pour permettre a l'eleve d'apprendre. Mais le modele permet egalement de prevoir que, employees sans precautions, elles risquent de s'averer totalement inutiles, voire nefastes pour l'eleve. C'est ce que confirme la recherche que nous avons conduite sur ce theme [1] et qui monta que pour etre contre-intuitive sans etre contre-productive, pour permettre d'atteindre les objectifs pour lesquels elle est imaginee, une experience doit etre inscrite dans un contexte qui presente certains criteres indispensables. Ces derniers fournissent en retour un cadre pratique pour une utilisation efficace des experiences contre-intuitives.

5 citations

Journal ArticleDOI
01 Jan 1989-Aster
TL;DR: In scientifique, le progres des connaissances a induit la creation of nouvelles Institutions permanentes specialisees dans les expositions scientifiques : Science Centers, CCSTI, Galeries as mentioned in this paper.
Abstract: Depuis que les musees, structures autour de leurs collections d'objets sont apparus auXVIeme siecle, le progres des connaissances a induit la creation de nouvelles Institutions permanentes specialisees dans les expositions scientifiques : Science Centers, CCSTI, Galeries... Cette diversite est une richesse, mais une approche specifique de leurs expositions, tenant compte de l'histoire et des buts de ces institutions est utile pour en tirer le meilleur parti didactique.

5 citations