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- psychologie_de_l_education
- 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
- initinfo
- atories, this would take care of all requirements we had throughout the country.” Howard H. Aiken, 195
- articles_didactique_chimie
- 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-10.1007-s10648-021-09646-1
- 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
- desinformations
- 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
- the_need_for_a_theory_of_learning
- 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:
- matplotlib_simple @teaching:progappchim
- isualizations and How to Implement Them, Part 2 - We look at how to create the 12 most useful graphs a
- stackexchange-chimie
- 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
- teaching_ressources_videos
- mare. So Why Is Everyone Still Using It? And will we keep using it when all of this is over?]], Simon
- 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!"
- thermodynamique_statistique-exercices @teaching:exos
- lled particles in directed random environments]] (we also carried out simulations of motion on...) - r
- kirschner-how_teaching_happens
- 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
- 5_conceptions_erronees_courantes_sur_l_apprentissage
- 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
- protoxyde_azote
- he reason?]] * [[https://io9.gizmodo.com/why-do-we-use-nitrous-oxide-in-our-canned-whipped-cream-168
- biblio-9781913622787
- ant scientists 329 * Chapter 40 Mary, and why we teach sconce 331 * Chapter 41 Motivating scie