91 research outputs found
Teaching the problem-solving process in a progressive or in a simultaneous way: a question of making sense?
Over the past two decades, the perennial low success rates of elementary students in math problem-solving and the difficulties experienced by teachers in helping their students with this type of task has become quite a hot topic. In response, several instructional interventions aiming to develop an expert and reflexive approach to problem-solving have been designed. However, these interventions are based on two contrasting learning approaches, either teaching the components of the problem-solving process at the same time or teaching them one at the time. The two approaches have never been compared. Moreover, they have mainly been assessed in terms of cognitive outcomes. Yet, recent studies stress the importance of analyzing the cognitive, motivational and emotional processes involved in problem-solving learning together in order to gain a full understanding of the process. Addressing these limitations is essential to enhance our understanding of problem-solving learning and to design more effective interventions. This paper focuses on this issue by investigating whether it is preferable as regards cognitive, motivational and emotional outcomes, to teach the problem-solving process in all its complexity or one component at a time. This issue is handled both for novice and expert solvers. Data were gathered among 267 upper elementary students. Findings showed that both learning approaches support the short- and long-term acquisition of cognitive problem-solving strategies, regardless of the studentâs profile. However, beneficial emotional and motivational outcomes occur only when the problem-solving process is taught in all its complexity, i.e., makes sense for the learner. Novice solvers made less use of the help seeking strategy and persisted more
Accompagner le dĂ©veloppement dâune posture rĂ©flexive en formation initiale des enseignants : des besoins diffĂ©rents en fonction de lâannĂ©e de formation ?
Reflexivity is central to initial teacher education programs. However, students find it difficult to âenter into reflective practice.â This contribution qualitatively investigates the priorities to give to a reflective intervention, deployed throughout the training, by identifying, for each year of training, the training needs and the relationship to knowledge of future primary school teachers. If all students request pragmatic content, differences were observed (depending on the year of training) in terms of student perception of reflexivity and its usefulness, identity, relationships with trainers and peers, learning, emotions, and perception of competence. Hence, it seems necessary, in the first year, to work on the meaning of the profession and initial conceptions; in the second year, to invest in emotional regulation and to scaffold the reflective approach; and, in the last year, to support the studentsâ needs for emancipation.La rĂ©flexivitĂ© occupe une place centrale dans les programmes de formation initiale des enseignants. Pourtant, les Ă©tudiants Ă©prouvent des difficultĂ©s à « entrer en pratique rĂ©flexive ». Cette contribution examine, qualitativement, les prioritĂ©s Ă donner Ă un dispositif pour dĂ©velopper la compĂ©tence rĂ©flexive sâĂ©chelonnant sur toute la formation via lâidentification, pour chaque annĂ©e dâĂ©tudes, des besoins de formation et du rapport au savoir de futurs enseignants au primaire. Sâils sont tous demandeurs de contenus pragmatiques, des diffĂ©rences sâobservent, selon lâannĂ©e, en ce qui concerne la perception de la rĂ©flexivitĂ© et de son utilitĂ©, de lâidentitĂ©, du rapport aux formateurs et aux pairs, de lâapprentissage, des Ă©motions et du sentiment de compĂ©tence. De lĂ , il semble nĂ©cessaire, en premiĂšre annĂ©e, de travailler le sens du mĂ©tier et les conceptions initialesâŻ; en deuxiĂšme annĂ©e, dâinvestir dans la gestion des Ă©motions et dâĂ©tayer la dĂ©marche rĂ©flexive et, en derniĂšre annĂ©e, de soutenir le besoin dâĂ©mancipation des Ă©tudiants
Bonne nouvelle : les enseignants du fondamental estiment quâil est important dâenseigner lâoral en classe et se sentent compĂ©tents pour le faire ! Mais certains ne le font quand mĂȘme pasâŠ
L'objectif de cette contribution est de prolonger un Ă©tat des lieux rĂ©alisĂ© en 2019 sur l'enseignement de l'oral. Plus particuliĂšrement, nous abordons ici : (1) les croyances des enseignants concernant lâoral et son enseignement ; (2) leur sentiment de compĂ©tence pour le faire ; (3) les situations orales pour lesquelles les enseignants estiment que les Ă©lĂšves doivent ĂȘtre compĂ©tents en langage orale ; (4) ce qu'ils disent faire concernant l'oral en classe et (5) les freins qui pourraient les empĂȘcher de mener Ă bien des activitĂ©s oĂč l'oral est enseignĂ©. En plus, nous avons voulu savoir si les rĂ©ponses Ă ces questionnements divergeaient entre les enseignants du maternel et du primaire. Il ressort des analyses quantitatives et qualitatives menĂ©es certaines diffĂ©rences existent entre les enseignants des deux "groupes", mais aussi des ressemblances : ils trouvent que c'est important de travailler et enseigner l'oral en classe et ils se disent confiants dans leur capacitĂ© Ă l'enseigner. Leur top 4 des situations qu'il faudrait privilĂ©gier en classe est "donner une explication, expliquer un raisonnement, exprimer ses Ă©motions et reformuler une idĂ©e". On remarque aussi un Ă©cart entre ce que les enseignants pensent, leurs conceptions de lâenseignement de lâoral en classe et leurs pratiques rapportĂ©es qui renseignent finalement peu d'oral enseignĂ©. Cinq freins pour l'enseignement de l'oral ressortent de nos analyses
Manejo cirĂșrgico de pacientes traumatizados por lesĂ”es elĂ©tricas: uma abordagem da fase aguda do trauma elĂ©trico
The aim of this study is to disassemble, through scientific articles and government exposure, the main concepts related to electric shock injury. And as secondary objectives, to address a perspective of adequate treatment in this scenario and surgical steps in the management of patients traumatized by electric shock. An in-depth search of articles was carried out in the Scientific Electronic Library Online (SciELO) and PubMed databases, with the following Health Sciences Descriptors (DeCS):Electric burns; Shock; Debridement; Hydration; Amputation. Articles were selected between the periods of 2000 to 2023, in Portuguese, to increase the level of relevance and quality of the review, given the scarcity of scientific studies on the subject. It is concluded with the analysis of these studies that the early medical intervention of an electrical trauma is essential. The correct management, before 15 days, can positively corroborate the survival rates of these patients, avoiding possible complications. However, the proportion of the accident can affect medical management, representing a problem for patients, attributing greater symptoms.El objetivo de este estudio es desmontar, a travĂ©s de artĂculos cientĂficos y exposiciĂłn gubernamental, los principales conceptos relacionados con la lesiĂłn por descarga elĂ©ctrica. Y como objetivos secundarios, abordar una perspectiva de tratamiento adecuado en este escenario y pasos quirĂșrgicos en el manejo de pacientes traumatizados por descarga elĂ©ctrica. Se realizĂł una bĂșsqueda exhaustiva de artĂculos en las bases de datos Scientific Electronic Library Online (SciELO) y PubMed, con los siguientes Descriptores en Ciencias de la Salud (DeCS): Quemaduras elĂ©ctricas; Choque; desbridamiento; HidrataciĂłn; AmputaciĂłn. Los artĂculos fueron seleccionados entre los perĂodos de 2000 a 2023, en portuguĂ©s, para aumentar el nivel de relevancia y calidad de la revisiĂłn, dada la escasez de estudios cientĂficos sobre el tema. Se concluye con el anĂĄlisis de estos estudios que la intervenciĂłn mĂ©dica temprana de un trauma elĂ©ctrico es fundamental. El correcto manejo, antes de los 15 dĂas, puede corroborar positivamente las tasas de supervivencia de estos pacientes, evitando posibles complicaciones. Sin embargo, la proporciĂłn del accidente puede afectar el manejo mĂ©dico, representando un problema para los pacientes, atribuyĂ©ndoles mayor sintomatologĂa.Objetivo desse estudo Ă© desmontar, por meio de artigos cientĂficos e exposição governamentais, os principais conceitos que tangem a lesĂŁo por choque elĂ©trico. E como objetivos secundĂĄrios, abordar uma perspectiva de tratamento adequado nesse cenĂĄrio e etapas cirĂșrgicas do manejo de pacientes traumatizados por choque elĂ©trico. Foi realizada uma profunda pesquisa de artigos nas bases de dados Scientific Electronic Library Online (SciELO) e PubMed, com os seguintes Descritores em CiĂȘncias daSaĂșde(DeCS):QueimaduraselĂ©tricas; Choque; Desbridamento; Hidratação; Amputação. Foram selecionados artigos entre os perĂodos de 2000 a 2023, no idioma PortuguĂȘs, para ampliar o nĂvel de relevĂąncia e a qualidade da revisĂŁo, visto a escassez de estudos cientĂficos sobre a temĂĄtica. Conclui-se com a anĂĄlise desses estudos que, a intervenção mĂ©dica precoce de um trauma elĂ©trico Ă© essencial. O manejo correto, antes dos 15 dias, pode corroborar positivamente com as taxas de sobrevida desses pacientes, evitando possĂveis complicaçÔes. Contudo, a proporção do acidente pode afetar a conduta mĂ©dica, representando um problema para os pacientes, atribuindo maiores sintomas
Abordagens cirĂșrgicas em mulheres com cĂąncer de colo uterino: aspectos tĂ©cnicos e epidemiolĂłgicos em um paĂs da AmĂ©rica Latina
The objective of this study is to disassemble, to expose, through scientific articles and government exposure, the main surgical techniques for the treatment of cervical-uterine cancer. And as a secondary objective, to analyze the epidemiology of the disease in Brazil. An in-depth search of articles was carried out in the Scientific Electronic Library Online (SciELO) and PubMed databases, with the following Health Sciences Descriptors (DeCS): Uterine cancer; Neoplasm; Malignancy. Articles were selected between the periods of 2018 to 2023, in Portuguese, to increase the level of relevance and quality of the review, given the scarcity of scientific studies on the subject. It is concluded from the analysis of these studies that the early detection of cervical cancer and the appropriate treatment, according to each case, can completely solve the complications of the disease. The choice of the best surgical procedure in the context of oncological surgery should be guided by the existing conditions and attributed to adjuvant therapies, for better results.El objetivo de este estudio es desmontar, exponer, a travĂ©s de artĂculos cientĂficos y exposiciĂłn gubernamental, las principales tĂ©cnicas quirĂșrgicas para el tratamiento del cĂĄncer cĂ©rvico-uterino. Y como objetivo secundario, analizar la epidemiologĂa de la enfermedad en Brasil. Se realizĂł una bĂșsqueda exhaustiva de artĂculos en las bases de datos Scientific Electronic Library Online (SciELO) y PubMed, con los siguientes Descriptores de Ciencias de la Salud (DeCS): cĂĄncer de Ăștero; Neoplasma; Malignidad. Los artĂculos fueron seleccionados entre los perĂodos de 2018 a 2023, en portuguĂ©s, para aumentar el nivel de relevancia y calidad de la revisiĂłn, dada la escasez de estudios cientĂficos sobre el tema. Del anĂĄlisis de estos estudios se concluye que la detecciĂłn precoz del cĂĄncer de cĂ©rvix y el tratamiento adecuado, segĂșn cada caso, pueden solucionar por completo las complicaciones de la enfermedad. La elecciĂłn del mejor procedimiento quirĂșrgico en el contexto de la cirugĂa oncolĂłgica debe estar guiada por las condiciones existentes y atribuida a las terapias adyuvantes, para mejores resultados.Objetivo desse estudo Ă© desmontar, Ă© expor, por meio de artigos cientĂficos e exposição governamentais, as principais tĂ©cnicas cirĂșrgicas para o tratamento de cĂąncer cĂ©rvico-uterino. E como objetivo secundĂĄrio, analisar a epidemiologia da doença no Brasil. Foi realizada uma profunda pesquisa de artigos nas bases de dados Scientific Electronic Library Online (SciELO) e PubMed, com os seguintes Descritores em CiĂȘncias da SaĂșde (DeCS): Uterine cancer; Neoplasm; Malignancy. Foram selecionados artigos entre os perĂodos de 2018 a 2023, no idioma PortuguĂȘs, para ampliar o nĂvel de relevĂąncia e a qualidade da revisĂŁo, visto a escassez de estudos cientĂficos sobre a temĂĄtica. Conclui-se com a anĂĄlise desses estudos que, a detecção precoce do cĂąncer de colo de Ăștero e o tratamento adequado, de acordo com cada caso, pode solucionar completamente as complicaçÔes da doença. A escolha do melhor procedimento cirĂșrgico no Ăąmbito da cirurgia oncolĂłgica, deve ser instruĂda pelas condiçÔes existentes e atribuĂda a terapias adjuvantes, para melhores resultados
Human IFN-Îł immunity to mycobacteria is governed by both IL-12 and IL-23
Hundreds of patients with autosomal recessive, complete IL-12p40 or IL-12RĂ1 deficiency have been diagnosed over the last 20 years. They typically suffer from invasive mycobacteriosis and, occasionally, from mucocutaneous candidiasis. Susceptibility to these infections is thought to be due to impairments of IL- 12âdependent IFN-? immunity and IL-23âdependent IL-17A/IL-17F immunity, respectively. We report here patients with autosomal recessive, complete IL- 12RĂ2 or IL-23R deficiency, lacking responses to IL-12 or IL- 23 only, all of whom, unexpectedly, display mycobacteriosis without candidiasis. We show that aĂ T, ?d T, B, NK, ILC1, and ILC2 cells from healthy donors preferentially produce IFN-? in response to IL-12, whereas NKT cells and MAIT cells preferentially produce IFN-? in response to IL-23. We also show that the development of IFN-?âproducing CD4+ T cells, including, in particular, mycobacterium-specific TH1* cells (CD45RA-CCR6+), is dependent on both IL-12 and IL-23. Last, we show that IL12RB1, IL12RB2, and IL23R have similar frequencies of deleterious variants in the general population. The comparative rarity of symptomatic patients with IL-12RĂ2 or IL-23R deficiency, relative to IL-12RĂ1 deficiency, is, therefore, due to lower clinical penetrance. There are fewer symptomatic IL-23Râ and IL-12RĂ2âdeficient than IL-12RĂ1âdeficient patients, not because these genetic disorders are rarer, but because the isolated absence of IL-12 or IL-23 is, in part, compensated by the other cytokine for the production of IFN-?, thereby providing some protection against mycobacteria. These experiments of nature show that human IL-12 and IL-23 are both required for optimal IFN-?âdependent immunity to mycobacteria, both individually and much more so cooperatively
Effets de lâenseignement de stratĂ©gies heuristiques et mĂ©tacognitives sur les dĂ©marches de rĂ©solution mises en Ćuvre par les Ă©lĂšves
Le dĂ©veloppement de compĂ©tences dâanalyse et de rĂ©solution de tĂąches complexes est devenu un enjeu majeur de nos sociĂ©tĂ©s occidentales (NTCM, 2000 ; Verschaffel, Greer & Van Dooren, 2008). Au niveau des curricula de mathĂ©matiques, cette demande sâest traduite par la propulsion de la rĂ©solution de problĂšmes au cĆur des apprentissages mathĂ©matiques. Depuis lors, force est de constater, tant au travers des Ă©preuves nationales quâinternationales que la rĂ©solution de problĂšmes mathĂ©matiques constitue une vĂ©ritable pierre dâachoppement pour les Ă©lĂšves tant du primaire que du secondaire (e.g., OECD, 2014, 2016). En cause, lâutilisation, par les apprenants, de stratĂ©gies de rĂ©solution superficielles telles que la non-prise en compte des connaissances du monde rĂ©el, un traitement purement numĂ©rique, lâabsence de construction de sens, une rĂ©solution reposant sur la recherche dâindices sĂ©mantiques ou encore lâabsence de rĂ©flexion mĂ©tacognitive (e.g., Gamo, Nogry & Sander, 2014 ; Verschaffel, Greer & De Corte, 2000). Le dĂ©veloppement de stratĂ©gies plus approfondies requiert de reconceptualiser les problĂšmes comme des exercices de modĂ©lisation mathĂ©matique, autrement dit, de passer par des phases clĂ©s, de mobiliser des stratĂ©gies heuristiques et dâautorĂ©guler sa dĂ©marche de rĂ©solution (e.g., Blum & Leib, 2007 ; Verschaffel et al., 2000). A ce propos, plusieurs chercheurs ont mis sur pied des dispositifs pĂ©dagogiques favorisant le dĂ©veloppement de stratĂ©gies cognitives et mĂ©tacognitives (e.g., Blum & Leib, 2007 ; Mevarech & Amrany 2008 ; Ozsoy & Ataman, 2009 ; Perels, GĂŒrtler & Schmitz, 2005). Les rĂ©sultats de lâimplĂ©mentation de tels dispositifs montrent que ces derniers sont surtout efficaces dans le dĂ©veloppement des stratĂ©gies cognitives enseignĂ©es. Sâagissant des stratĂ©gies mĂ©tacognitives, aucune mesure directe nâest disponible, les effets sont confondus dans une mesure de performance. PrĂ©cisons Ă©galement que les hausses de performance enregistrĂ©es, quand elles sont significatives, restent marginales. Et pour cause, les donnĂ©es recueillies sont essentiellement de nature quantitative, une approche qui atteint ses limites quand il sâagit de dĂ©velopper une comprĂ©hension approfondie dâun processus (e.g., Greene, Robertson & Croker Costa, 2011 ; Winne & Perry, 2000). Ces dispositifs gagneraient donc Ă ĂȘtre rendus plus efficaces. Pour ce faire, une meilleure comprĂ©hension du processus de dĂ©veloppement de ces stratĂ©gies cognitives et mĂ©tacognitives chez le rĂ©solveur novice et de leurs dĂ©clencheurs semble indispensable. Notons quâune connaissance des stratĂ©gies cognitives et mĂ©tacognitives typiquement utilisĂ©es par les rĂ©solveurs novices et experts permettrait une comprĂ©hension plus fine de ce processus de dĂ©veloppement. A ce sujet, il semblerait que seuls les comportements cognitifs des rĂ©solveurs experts et novices aient fait lâobjet dâune investigation approfondie (e.g., Muir, Beswick & Williamson, 2008 ; Schoenfeld, 1992). La prĂ©sente contribution tente de dĂ©passer ses limites en poursuivant un double objectif. PremiĂšrement, nous souhaitons, par le biais dâune analyse qualitative Ă visĂ©e comprĂ©hensive, affiner les stratĂ©gies cognitives (i.e. Verschaffel et al., 2000) et mĂ©tacognitives (i.e. Focant & GrĂ©goire, 2008) mobilisĂ©es par les rĂ©solveurs novices de grade 5 et 6 pour rĂ©soudre de vĂ©ritables problĂšmes. DeuxiĂšmement, au travers dâune Ă©tude de cas unique, nous souhaitons dĂ©crire lâĂ©volution des stratĂ©gies cognitives et mĂ©tacognitives mobilisĂ©es par un rĂ©solveur novice tout au long dâune intervention en rĂ©solution de problĂšme mathĂ©matiques
Une approche tridimensionnelle de la rĂ©solution de problĂšmes mathĂ©matiques chez les Ă©lĂšves en fin dâenseignement primaire
There is a vast body of knowledge on the acquisition by both elementary and high school students of adaptive expertise (as opposed to routine expertise) in problem-solving. However, it is primarily cognitive and metacognitive processes that have received attention so far. Nowadays, there is no longer any doubt that such expertise relies on the integrated mastery of both (meta)cognitive, (meta)motivational and (meta)emotional processes. This doctoral dissertation seeks, through the combination of various methods of analysis, to understand and to interpret how these different processes influence each other to guide the learner's behavior. Our studies, which have focused on the evaluation of the effectiveness of quasi-experimental training-programs, highlight the efficacy of a three-dimensional approach to problem solving. These first studies are refined by several qualitative studies that make it possible to grasp the dynamic and evolving nature of these processes and to understand the origin of changes observed. Finally, a person-centered approach has made it possible to broaden the current profiles ("novices" and "experts"), defined in terms of performance levels and thereby, to take into account the close interplay between cognition, motivation and emotion.Lâacquisition, par les Ă©lĂšves tant du primaire que du secondaire, dâune expertise adaptative (par opposition Ă une expertise routiniĂšre) en rĂ©solution de problĂšmes mathĂ©matiques a dĂ©jĂ fait couler beaucoup dâencre. Cependant, ce sont essentiellement les processus cognitifs et mĂ©tacognitifs qui ont retenu lâattention jusquâici. Or, il ne fait plus de doute Ă lâheure actuelle quâune telle expertise repose sur la maitrise intĂ©grĂ©e de processus tant (mĂ©ta)cognitifs, que (mĂ©ta)motivationnels et (mĂ©ta)Ă©motionnels. Cette thĂšse cherche, au travers de la combinaison de mĂ©thodes dâanalyse variĂ©es, Ă comprendre et interprĂ©ter comment ces diffĂ©rents processus sâinfluencent mutuellement pour guider les conduites de lâapprenant. Nos Ă©tudes, qui se sont penchĂ©es sur lâĂ©valuation de lâefficacitĂ© de dispositifs quasi-expĂ©rimentaux, mettent en avant lâefficacitĂ© dâune approche tri-dimensionnelle de la rĂ©solution de problĂšmes. Ces derniĂšres sont affinĂ©es par plusieurs Ă©tudes qualitatives qui permettent de cerner le caractĂšre dynamique et Ă©volutif de ces processus et de comprendre lâorigine des changements observĂ©s. De plus, une approche centrĂ©e sur la personne a permis dâĂ©largir les profils actuels (« novices » et « experts »), dĂ©finis en termes de niveau de performance, et ainsi de tenir compte de lâintrication Ă©troite entre cognition, motivation et Ă©motion.(PSYE - Sciences psychologiques et de l'Ă©ducation) -- UCL, 201
Symposium du rĂ©seau EVADIDA - Evaluer lâimpact de lâintroduction de certaines variables didactiques sur les dĂ©marches des Ă©lĂšves en rĂ©solution de problĂšmes arithmĂ©tiques : un levier pour lâenseignement ?
peer reviewe
Using digital technology in the classroom adds new professional tasks for (student) teachers.
This article reports on a study carried out among undergraduate students in their final year, pre-service baccalaureate primary school teachers, enrolled in an optional module on digital technology. For 8 weeks, the 24 participants were paired to develop, try out in primary school classes and analyze pedagogical scenarios aimed at mastering the same content with and without digital tablets. Two research questions are at the heart of this contribution: (1) How do the views of pre-service teachers change as a result of a technology instruction program? and (2) What new professional tasks emerge when they use digital technologies in their internship teaching practices? Several types of data were collected. Content analysis was applied to this material. The results showed in particular that none of the pre-service teachers was totally negative towards digital technologies at the end of the module. They no longer felt uneasy about using them in their classrooms. Those who taught oral language found digital technologies very useful for developing students' skills. This was not the case for those who taught math. Furthermore, the results showed that seven new professional tasks appeared when teaching with digital technologies
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