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- psychologie_de_l_education @teaching
- e practices are supported by scientific evidence. We concluded that any credible validation of learnin... ocessing different types of information. However, we found virtually no evidence for the interaction p... flatly contradict the popular meshing hypothesis. We conclude therefore, that at present, there is no ... scientific support for these theories is lacking. We suggest that educators’ time and energy are bette
- desinformations @teaching
- riter Roger Errera : <blockquote>Lies The moment we no longer have a free press, anything can happen.... his-northeastern-researcher-is-creating-the-tools-we-need-to-fight-against-it/|Tired of being manipula... his Northeastern researcher is creating the tools we need to fight against it.]] News|Northeastern, ju... g/doi/10.1021/acs.jchemed.7b00335|Practicing What We Preach: Assessing “Critical Thinking” in Organic
- stackexchange-chimie @teaching
- hemistry.stackexchange.com/questions/16267/why-do-we-write-nh%E2%82%83|Why do we write NH₃?]] * [[http://chemistry.stackexchange.com/questions/15606/can... hemistry.stackexchange.com/questions/16055/why-do-we-use-helium-in-balloons|Why do we use helium in balloons?]] * [[http://chemistry.stackexchange.com/q
- the_need_for_a_theory_of_learning @teaching
- impact on actual practices. As veteran teachers, we’ve seen many teaching practices and technological... ctice by only a limited number of adherents. Are we being cynical? If we were to synthesize current trends in pedagogy, we would conclude that the best teaching practice is:
- biblio-10.1007-s10648-021-09646-1 @teaching
- rs for ignoring this fact. In the current article we reply to this assertion and the premises on which it is based. We review the evidence and argue that a more complet... onceptual knowledge than does direct instruction. We show that this conclusion holds for controlled, correlational, and program-based studies. We subsequently argue that inquiry-based and direct
- 5_conceptions_erronees_courantes_sur_l_apprentissage @teaching
- ng exactly what to do? Definitely not. So why do we have this intuitive preference for students figur... hortcuts available? Clearly, it would be great if we could find a way to develop expertise without stu... arn and practice all of the boring stuff. Perhaps we can teach general strategies which, if our studen... , can be used in a range of situations. This way, we can teach them ‘how to learn’ and they can apply
- adamboxer-approche_pas_a_pas_des_travaux_pratiques @teaching
- along with a couple of mini-whiteboards. 'Today we are going to be carrying out a reaction to make c... B and holds it up to the students]. Based on what we have learnt about acids, what acid do you think we need to use to make copper sulfate ?... Good, sulp... acid → copper sulfate + _ _ _ _ _ _ _']. What do we think the other reactant is?... Good, we could us
- articles_didactique_chimie @teaching
- stry Education Research at a Crossroads: Where Do We Need to Go Now?]] * [[https://pubs.acs.org/do... bs.acs.org/doi/10.1021/acs.jchemed.1c00580|Should We Ban Single-Use Plastics? A Role-Playing Game to A... g/doi/10.1021/acs.jchemed.7b00335|Practicing What We Preach: Assessing “Critical Thinking” in Organic ... .acs.org/doi/abs/10.1021/acs.jchemed.6b00863|What We Don’t Test: What an Analysis of Unreleased ACS Ex
- biblio-10.1016-j.chb.2015.08.038 @teaching
- re étude qui compare directement Worked exemples (WE ; problèmes résolus) >< Erroneous exemples (ErrEx... ur 6 périodes de 40 minutes cf. table 2 * Les WE consistaient en énoncés de problèmes et en animat... nal correct du problème (cf. message en condition WE). Quand ils ne réussissaient pas à résoudre le pr... performance entre les groupes * Les conditions WE ont exigé nettement moins d'effort mental et de t
- kirschner-how_teaching_happens @teaching
- the teacher's capacities originate? How long have we been burdened by assumptions of ignorance and ine... as a predictor of pupil outcomes. In this review, we therefore look at synthesising our best evidence ... rollary, teacher development. In the 1st section, we will look at key findings from 35 years of resear... English and maths. Therefore, in the 2nd section we review research on “new learning” and teaching fo
- syntax @wiki
- You can use the following syntax: <code> I think we should do it > No we shouldn't >> Well, I say we should > Really? >> Yes! >>> Then lets do it! </code> I think we should do it > No we shouldn't >> Well, I say w
- biblio-10.1021-ed074p262_10.1039-b801297k @teaching
- ic 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 performa... ic 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 performa
- tkinter_gui_simple @teaching:progappchim
- m tkinter import * def action(): print("Yes, we can !") root = Tk() #w = Label(root, text="Bonjo... m tkinter import * def action(): print("Yes, we can !") root = Tk() #w = Label(root, text="Bonjo... m tkinter import * def action(): print("Yes, we can !") # impression de la valeur du champ ... a + 1 return b def action(): print("Yes, we can !") root=Tk() #w=Label(root, text="Bonjour!"
- mastodon @floss
- * Follow folks with the hashtag #FollowBack, and we're glad to follow you. We're happy to help you get on your feet right away. * You can attach audio
- mapathon2017
- d** More advanced mappers, and later in the day, we can do the "buildings+residential" areas tasks