Différences
Ci-dessous, les différences entre deux révisions de la page.
| Les deux révisions précédentes Révision précédente Prochaine révision | Révision précédente | ||
| teaching:biblio-10.1021-ed074p262_10.1039-b801297k [2015/11/09 15:46] – villersd | teaching:biblio-10.1021-ed074p262_10.1039-b801297k [2019/03/09 17:27] (Version actuelle) – villersd | ||
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| Ligne 1: | Ligne 1: | ||
| ====== Approche scientifique de l' | ====== Approche scientifique de l' | ||
| Résumés de A.V.V, 2009-2010 (**articles d' | Résumés de A.V.V, 2009-2010 (**articles d' | ||
| - | * A.H. Johnstone, [[http:// | + | * A.H. Johnstone, [[http:// |
| * N. Reid, [[http:// | * N. Reid, [[http:// | ||
| Ligne 80: | Ligne 80: | ||
| ===== Bibliographie ===== | ===== Bibliographie ===== | ||
| Ce travail est basé sur ces deux publications, | Ce travail est basé sur ces deux publications, | ||
| - | * A.H. Johnstone, “Chemistry Teaching – Science or Alchemy”, Journal of Chemical Education, 1997, 74, | + | * A.H. Johnstone, “Chemistry Teaching – Science or Alchemy”, Journal of Chemical Education, 1997, 74, 262-268. |
| - | 262-268. | + | * N. Reid, “A scientific approach to the teaching of chemistry. What do we know about how students learn in the sciences, and how can we make our teaching match this to maximize performances? |
| - | * N. Reid, “A scientific approach to the teaching of chemistry. What do we know about how students | + | |
| - | learn in the sciences, and how can we make our teaching match this to maximize performances? | + | ===== 10 Educational Commandments ===== |
| - | Chemical Education Research and Practice, 2008, 9, 51-59 | + | * What you learn is controled by what you already know and understand |
| + | * How you learn is controled by how you have learned sucessfully in the past | ||
| + | * If learning is to be meaningful it has to link on to existing knowledge and skills enriching and extending both | ||
| + | * The amount of material to be processed in unit time is limited | ||
| + | * Feedback and reassurance are necessary for comfortable learning, and assessment should be humane | ||
| + | * Cognizance should be taken of learning styles and motivation | ||
| + | * Students should consolidate their learning by asking themselves about what is going on in their own heads | ||
| + | * There should be room for problem solving in its fullest sense to exercise and strengthen linkages | ||
| + | * There should be room to create, defend, try out, and hypothesize | ||
| + | * There should be opportunity given to teach (you don’t really learn till you teach) | ||