发布求助
文献互助 智能选刊 最新文献

Review of Science Mathematics and ICT Education最新文献

筛选
英文 中文
Overview of the Computer Programming Learning Environments for primary education 小学教育计算机程序设计学习环境概述
Review of Science Mathematics and ICT Education Pub Date : 2019-09-17 DOI: 10.26220/REV.3140
Georgios Fessakis, V. Komis, A. Dimitracopoulou, Stavroula Prantsoudi
{"title":"Overview of the Computer Programming Learning Environments for primary education","authors":"Georgios Fessakis, V. Komis, A. Dimitracopoulou, Stavroula Prantsoudi","doi":"10.26220/REV.3140","DOIUrl":"https://doi.org/10.26220/REV.3140","url":null,"abstract":"Over the past decade, the assessment of the general educational value of computer programming and computational thinking has been constantly increasing and, as a result, they are introduced to increasingly younger ages. In parallel, educational programming environments are significantly progressing, providing a variety of options for different ages. This paper presents an overview of the modern learning programming environments for primary education and proposes a classification system with categories corresponding to the technological and educational dimensions of the area. The paper aims to support teachers in learning design for the interdisciplinary approach of programming and the development of computational thinking.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47365970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Robotics in Primary Education – Robotique en Éducation Primaire: Introduction 小学教育中的机器人——初级教育机器人：简介
Review of Science Mathematics and ICT Education Pub Date : 2019-09-17 DOI: 10.26220/REV.3151
V. Komis, Margarida ROMERO, Christian Depover, T. Karsenti
{"title":"Robotics in Primary Education – Robotique en Éducation Primaire: Introduction","authors":"V. Komis, Margarida ROMERO, Christian Depover, T. Karsenti","doi":"10.26220/REV.3151","DOIUrl":"https://doi.org/10.26220/REV.3151","url":null,"abstract":"This Special Issue of the Journal “Review of Science, Mathematics and ICT Education” is dedicated to the Educational Robotics in Primary Education. There is currently a real enthusiasm for educational robotics which is supported by the incessant emergence of new educational robots and articles published by the media. Undoubtedly, at least at the level of primary education, a new wave of technology appeared in order for concepts of programming (or \"coding\") sweeps to be applied, which consequently raises the question of what it can bring to teachers and learners over time. At the same time, scientific research in this field is making significant progress in recent years by providing interesting results in both basic and applied research. On the other hand, there are many challenges with obtaining data with respect to the appropriation of this type of approach by teachers. Indeed, initial and in-service training of teachers is a major challenge to develop learning activities with educational robots which help develop specific learning objectives as well as the development of high-order thinking skills.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45537294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Le jeu du robot : analyse d’une activité d’informatique débranchée sous la perspective de la cognition incarnée. 机器人游戏：从具体认知的角度分析断开连接的计算机活动。
Review of Science Mathematics and ICT Education Pub Date : 2019-09-17 DOI: 10.26220/REV.3089
M. Romero, M. Duflot, Thierry Viéville
{"title":"Le jeu du robot : analyse d’une activité d’informatique débranchée sous la perspective de la cognition incarnée.","authors":"M. Romero, M. Duflot, Thierry Viéville","doi":"10.26220/REV.3089","DOIUrl":"https://doi.org/10.26220/REV.3089","url":null,"abstract":"Unplugged computing activities became popular at the same time as the introduction of computer science learning at school. In this article we analyze the educational opportunities yielded by computer unplugged activities from the perspective of educational sciences. Theories related to embodied cognition are used here as a framework to analyse unplugged activities such as the robot game, where a student acts as a programmer and the other as a programmable object, such as a robot. This robot game allows us to discuss the potential of unplugged computing activities in connection with the learning of orientation in space, including the transformation from the plane to the three-dimensional space, taking the embodied cognition potential into account.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48786486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Robotique pédagogique à l’école primaire : quelle activité des élèves de Classe Préparatoire (6-7 ans) et quels apprentissages dans une séquence conçue par l’enseignant ? 小学教育机器人:预科班(6-7岁)的学生有什么活动，在教师设计的顺序中有什么学习?
Review of Science Mathematics and ICT Education Pub Date : 2019-09-17 DOI: 10.26220/REV.3121
S. Nogry
{"title":"Robotique pédagogique à l’école primaire : quelle activité des élèves de Classe Préparatoire (6-7 ans) et quels apprentissages dans une séquence conçue par l’enseignant ?","authors":"S. Nogry","doi":"10.26220/REV.3121","DOIUrl":"https://doi.org/10.26220/REV.3121","url":null,"abstract":"This paper analyses the pupil’s activity during a robotic educational sequence designed and conducted by the teacher in first grade class. Video recording are analyzed in order to characterize the activity of the pupils using instrumental approach. The analysis is focused on instrumental and conceptual geneses. It characterize s the social and instrumental mediations involved in these geneses. The study highlights the role played by graphic representations in the process of abstraction during learning of programming skills.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44303748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Une méthode mixte séquentielle pour étudier les démarches d’investigation scientifique à travers des pratiques d’enseignement 通过教学实践研究科学调查方法的顺序混合方法
Review of Science Mathematics and ICT Education Pub Date : 2018-12-16 DOI: 10.26220/REV.2891
Séverine Perron
{"title":"Une méthode mixte séquentielle pour étudier les démarches d’investigation scientifique à travers des pratiques d’enseignement","authors":"Séverine Perron","doi":"10.26220/REV.2891","DOIUrl":"https://doi.org/10.26220/REV.2891","url":null,"abstract":"Our research focuses on the inquiry approaches implemented in the classroom by French schoolchildren and more particularly on the articulation of these approaches with the other knowledge components of the disciplinary structure in the sciences of life and the Earth. This paper presents through an example some of the elements of our research method which is based on descriptive and sequential mixed method design. Three types of instrumentation are used to collect the data : a questionnaire, semi-directed interviews and observations of class sessions. The data obtained are processed and analyzed either using statistical tools or from a thematic categorization of sense units.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48140322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
“Content and Language Integrated Learning” (CLIL) teaching in science: a didactic analysis of a case study 科学“内容与语言综合学习”（CLIL）教学——一个案例的教学分析
Review of Science Mathematics and ICT Education Pub Date : 2018-12-16 DOI: 10.26220/REV.2890
Alain Jameau, C. L. Hénaff
{"title":"“Content and Language Integrated Learning” (CLIL) teaching in science: a didactic analysis of a case study","authors":"Alain Jameau, C. L. Hénaff","doi":"10.26220/REV.2890","DOIUrl":"https://doi.org/10.26220/REV.2890","url":null,"abstract":"Our article deals with a didactic analysis of the teaching of a non-linguistic subject, physics and chemistry, in English, wuthin the framework of CLIL programs. We describe, from the case study of a science teacher, the articulation between scientific knowledge and language knowledge. From the analysis of video extracts of a lesson about Rutherford's experiment, we produce a description of the asynchronous advance of the different contents at stake. We propose at the end of the article recommendations for the training of teachers who teach in CLIL programs.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43457817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
A review of guidance and structure in elementary school mathematics instruction 小学数学教学的指导与结构研究
Review of Science Mathematics and ICT Education Pub Date : 2018-12-16 DOI: 10.26220/REV.2889
E. Horan, M. Carr
{"title":"A review of guidance and structure in elementary school mathematics instruction","authors":"E. Horan, M. Carr","doi":"10.26220/REV.2889","DOIUrl":"https://doi.org/10.26220/REV.2889","url":null,"abstract":"Guidance and structure have both been linked to higher achievement, but the two terms are not clearly defined and, thus, are used interchangeably. This makes it difficult to determine the practical implications of interventions and how teachers should apply guidance and structure in their own classrooms. This paper defines and differentiates guidance and structure in elementary school mathematics research. Specifically, guidance involves interactive and responsive student-teacher interactions during teaching while structure refers to the explicitness of the lesson plan, curriculum, or materials. We make this distinction because guidance provided by teachers requires a higher level of expertise and preparation from the teacher. We found some support for the benefits of guidance, with the caveat that teachers should consider individual student factors, such as prior knowledge. Structure encompasses a wider variety of activities, including worked examples, ordering problems from easy to difficult, or providing formula sheets during problem solving.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45648693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Développement d’un modèle de chaîne énergétique pour aider les élèves à adopter une vision globale de l’énergie dès l’école primaire 开发能源链模型，帮助学生从小学开始对能源采取全球视野
Review of Science Mathematics and ICT Education Pub Date : 2018-06-30 DOI: 10.26220/REV.2844
A. Boyer, Damien Givry
{"title":"Développement d’un modèle de chaîne énergétique pour aider les élèves à adopter une vision globale de l’énergie dès l’école primaire","authors":"A. Boyer, Damien Givry","doi":"10.26220/REV.2844","DOIUrl":"https://doi.org/10.26220/REV.2844","url":null,"abstract":"This study describes the first results of an exploratory study focused on the conditions of the task that could influence how grade 4 and 5 students represent energy chains. Three factors have been analyzed: the number of elements which composed the energy chain, the number of objects represented on each picture, and the type of object represented in the picture. A survey methodology was employed. The results show that each of the three factors has an impact on the success of students to represent complete energy chains. The impact of the type of objects was reproduced in a second survey.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48942228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Can elementary school students really benefit from using video games at school 小学生真的能从学校玩电子游戏中获益吗
Review of Science Mathematics and ICT Education Pub Date : 2018-06-30 DOI: 10.26220/REV.2847
J. Bugmann
{"title":"Can elementary school students really benefit from using video games at school","authors":"J. Bugmann","doi":"10.26220/REV.2847","DOIUrl":"https://doi.org/10.26220/REV.2847","url":null,"abstract":"Can playing video games improve expected learning outcomes for elementary school students? To address this question, we examined relationships between the knowledge and competencies that students developed through video gaming and the common core of knowledge and skills covered in France’s education competency framework. We used an experimental design to investigate elementary school students who played a serious video game. The results reveal associations between playing Food Force and the key competencies described in the competency framework, and more particularly, that this type of serious gaming can help students develop these key competencies.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44635633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Identify and understand the difficulties of the students in class by analysing their activity in the case of prescribed tasks with the spreadsheet 通过使用电子表格分析学生在规定任务中的活动，识别和理解学生在课堂上的困难
Review of Science Mathematics and ICT Education Pub Date : 2018-06-30 DOI: 10.26220/REV.2846
J. Hérold, Christine Montuori
{"title":"Identify and understand the difficulties of the students in class by analysing their activity in the case of prescribed tasks with the spreadsheet","authors":"J. Hérold, Christine Montuori","doi":"10.26220/REV.2846","DOIUrl":"https://doi.org/10.26220/REV.2846","url":null,"abstract":"The objective of this study is to provide teachers with indicators to help them take into account the difficulties’ students face when performing tasks prescribed with a computer tool like the spreadsheet. Trying to identify these difficulties should allow teachers to better understand why students learn or not. We analysed the activity of 12 students from a professional course. The results of two representative students are presented in detail in this article as case studies. Finally, we propose to use these results for educational implications, results obtained from behaviours that could be identified in class by the teacher.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45501815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信