Des manuels scolaires pour apprendre

Gérard, François-Marie; Roegiers, Xavier

doi:10.3917/dbu.gerar.2009.01

Cited by 32 publications

(18 citation statements)

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“…17 Les manuels scolaires constituent des sources particulières pour l'investigation curriculaire des enseignements scolaires (de Landsheere, 1979 ;Gauthier, 2011). Nombreuses sont les études dans le champ de la didactique des sciences qui portent sur les différents contenus des manuels et qui proposent des grilles d'analyse de ces contenus (Lebrun, 2006 ;Gerard et Roegiers, 2009). Pour notre recherche, nous avons appliqué, après échanges avec les étudiants et adaptation, les grilles « Histoire des sciences » et « Méthode scientifique » proposées par Mathy (1997).…”

Section: Application De Différentes Grilles D'analyse à Quelquunclassified

Formation des maîtres en histoire des sciences et des techniques : mise en place d’enseignements dédiés lors de la formation universitaire d’étudiants de licence se préparant au professorat des écoles

Egginger¹

2017

trema

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Section: Application De Différentes Grilles D'analyse à Quelquunclassified

Formation des maîtres en histoire des sciences et des techniques : mise en place d’enseignements dédiés lors de la formation universitaire d’étudiants de licence se préparant au professorat des écoles

Egginger¹

2017

trema

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“…The literature in the field pointed out a series of planning criteria, as well as of analysis and assessment for school text books: the quality of the scientific content; the quality of the didactic transposition for the scientific content; the quality of the editing; the quality of the figures (Cucoş, 2002;Gerard & Roegiers, 2008;Miekley, 2005;Păcurar-Pop, Ciascai, 2010;Richadeau, 1979;Seguin, 1989). One could extend this list or give more details: "accessible language, learning paths, longitudinal coherence and continuity, interdisciplinary and transdisciplinary openings, varied ways of presenting contents, traditional and alternative assessment and selfassessment techniques, clarity of graphical representations, diversity of images" (Dulamă, 2001, p. 30).…”

Section: Theoretical Substantiationmentioning

confidence: 99%

Assessment of 4th Grade Geography Text Books

Chircev¹,

Ciascaia²,

Ilovan³

2015

Romanian Review of Geographical Education

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Our study presents the analysis results of five 4 th grade Geography text books. We realised the analysis taking into account the following: the quality of scientific content, the didactic processing of scientific content, the quality of editing, and that of figures. Results showed that those text books, despite observing the current school curriculum, had the following deficiencies: insufficient didactic processing of contents, lack of relevant figures and of correlating maps with the written text, poor graphic quality and contents errors, the last one being a very serious problem. Solving those problems could be done through close collaborations between authors, reviewers, and the editing houses.

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“…First, there are the educational or theoretical explanations for the different effectiveness of these two models. No doubt children need systematic, analytical exercises from time to time, especially when class sizes are small (Gerard & Roegiers, 2003). They also need to make sense of what they learn, to link together the various types of learning and to integrate them into a cognitive structure (Ausubel, 1968;Reigeluth & Stein, 1983).…”

Section: Effectiveness and Post Situationsmentioning

confidence: 99%

Curricular reforms guide schools: but, where to?

Roegiers

2007

Prospects

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The article deals with a particular aspect of the competencies-based approach in the curricula of basic and secondary education: the role of complex situations in learning. What should their role be so that education systems gain both in effectiveness and equity? Many research outcomes have shown that it is important to stress first and foremost complex ''post'' situations in learning knowledge, know-how and life-skills. It is a matter of complex situations (integrative pedagogy) in which the pupil is invited to use the knowledge, know-how and life-skills already acquired, not as ends in themselves, but as resources that the pupils employ to confront the complexity of their environment. It shows to what extent using the problem-solving approach to inculcate knowledge and know-how, in other words using complex situations for ''prior'' learning, represents a less suitable innovation. Professor of educational sciences at the Catholic University of Louvain-la-Neuve and director of BIEF. A civil engineer, primary school-teacher and doctor of educational sciences, he specialises in curriculum development, evaluating student achievement, designing and evaluating textbooks, teacher training and equity in education systems. Together with his team, he is currently providing support to the education systems in some 30 countries North and South, and collaborates with the major international organizations, such as OIF, UNICEF and UNESCO. He has authored numerous works on the competencies-based approach, including, most recently, Une pédagogie de l'intégration and Des manuels scolaires pour apprendre.

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Des manuels scolaires pour apprendre

Cited by 32 publications

References 0 publications

Formation des maîtres en histoire des sciences et des techniques : mise en place d’enseignements dédiés lors de la formation universitaire d’étudiants de licence se préparant au professorat des écoles

Formation des maîtres en histoire des sciences et des techniques : mise en place d’enseignements dédiés lors de la formation universitaire d’étudiants de licence se préparant au professorat des écoles

Assessment of 4th Grade Geography Text Books

Curricular reforms guide schools: but, where to?

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