Academic literature on the topic 'Sciences Computationnelles de l'Éducation'
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Journal articles on the topic "Sciences Computationnelles de l'Éducation":
Varenne, Franck. "Les simulations computationnelles dans les sciences sociales." Nouvelles perspectives en sciences sociales 5, no. 2 (July 6, 2010): 17–49. http://dx.doi.org/10.7202/044073ar.
Baya-Laffite, Nicolas, and Bilel Benbouzid. "Présentation." Sociologie et sociétés 49, no. 2 (December 4, 2018): 5–32. http://dx.doi.org/10.7202/1054272ar.
Lerbet, Georges. "Quelles sciences pour l'éducation ?" Bulletin de psychologie 46, no. 412 (1993): 719–22. http://dx.doi.org/10.3406/bupsy.1993.15418.
Lerbet, Georges. "Sciences de l'autonomie et sciences de l'éducation." Revue française de pédagogie 103, no. 1 (1993): 51–58. http://dx.doi.org/10.3406/rfp.1993.1297.
Stokes, Peter A. "Humanités numériques et computationnelles appliquées à l’étude de l’écrit ancien." École pratique des hautes études. Section des sciences historiques et philologiques. Livret-Annuaire, no. 153 (September 1, 2022): 529–31. http://dx.doi.org/10.4000/ashp.5750.
Stokes, Peter A. "Humanités numériques et computationnelles appliquées à l’étude de l’écrit ancien." École pratique des hautes études. Section des sciences historiques et philologiques. Livret-Annuaire, no. 154 (September 1, 2023): 517–24. http://dx.doi.org/10.4000/ashp.6630.
Berlinguer, Luigi, and Luca Maria Scarantino. "Les sciences humaines dans l'éducation contemporaine." Diogène 242, no. 2 (2013): 111. http://dx.doi.org/10.3917/dio.242.0111.
Laporte, Philippe. "Psychologue de l'éducation." Bulletin de psychologie 43, no. 394 (1990): 169–74. http://dx.doi.org/10.3406/bupsy.1990.13129.
Bouchard, Pascal. "Le journaliste et les sciences de l'éducation." Revue française de pédagogie 135, no. 1 (2001): 83–85. http://dx.doi.org/10.3406/rfp.2001.2797.
Montenegro Ferrao, A. "L'étude des sciences de l'éducation au Portugal." Bulletin de psychologie 43, no. 393 (1989): 30–32. http://dx.doi.org/10.3406/bupsy.1989.13103.
Dissertations / Theses on the topic "Sciences Computationnelles de l'Éducation":
Mercier, Chloé. "Modéliser les processus cognitifs dans une tâche de résolution créative de problème : des approches symboliques à neuro-symboliques en sciences computationnelles de l'éducation." Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0065.
Integrating transversal skills such as creativity, problem solving and computational thinking, into the primary and secondary curricula is a key challenge in today’s educational field. We postulate that teaching and assessing transversal competencies could benefit from a better understanding of the learners’ behaviors in specific activities that require these competencies. To this end, computational learning science is an emerging field that requires the close collaboration of computational neuroscience and educational sciences to enable the assessment of learning processes. We focus on a creative problem-solving task in which the subject is engaged into building a “vehicle” by combining modular robotic cubes. As part of an exploratory research action, we propose several approaches based on symbolic to neuro-symbolic formalisms, in order to specify such a task and model the behavior and underlying cognitive processes of a subject engaged in this task. Despite being at a very preliminary stage, such a formalization seems promising to better understand complex mechanisms involved in creative problem solving at several levels: (i) the specification of the problem and the observables of interest to collect during the task; (ii) the cognitive representation of the problem space, depending on prior knowledge and affordance discovery, allowing to generate creative solution trajectories; (iii) an implementation of reasoning mechanisms within a neuronal substrate
Samé, Martine. "Sciences de l'éducation, sciences de rééducation." Paris 10, 1996. http://www.theses.fr/1996PA100090.
Thibault, Dominique. "Le modèle pédagogique en sciences de l'éducation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0020/MQ49051.pdf.
Baron, Georges-Louis. "L'informatique et ses usagers dans l'éducation." Habilitation à diriger des recherches, Université René Descartes - Paris V, 1994. http://tel.archives-ouvertes.fr/edutice-00000370.
Kede, Onana Magloire. "L'éducation à la citoyenneté : dressage ou libération ?" Phd thesis, Université Paris-Est, 2011. http://tel.archives-ouvertes.fr/tel-00691525.
Fix, Jérémy. "Mécanismes numériques et distribués de l’anticipation motrice." Thesis, Nancy 1, 2008. http://www.theses.fr/2008NAN10052/document.
This thesis belongs to the computational neuroscience domain in which we aim at understanding complex cognitive functions with computer simulations built on the current knowledge of the brain. The proposed models and simula¬tions are built on the paradigm of dynamic neural ?elds, that we use in order to study in which way complex congitive capabilities can be the emergent result of the interaction of elementary units. In this thesis, we are interested in the modelisation of visual attention, with and without eye movements. To guide the development of these models, we propose in the ?rst part a review of the current psychological and physiologi¬cal data on visual attention, before proposing a computational model of visual attention without saccadic eye movement. Then, we study in the second part the way we can integrate saccadic eye movements in our models based on the current anatomical and physiological data on the oculomotor control in the pri-mate. The performances of the different proposed mechanisms are evaluated by simulating visual search tasks with saccadic eye movements. This work also makes us able to study a computational paradigm that relies on distributed, asynchronous, numerical and adaptive computation which per¬mits to consider further developments of the proposed mechanisms on parallel architectures
Baillé, Jacques. "Modèles, dimensions, dynamiques : contribution à la définition du rôle de l'expérimentation en sciences de l'éducation." Tours, 1987. http://www.theses.fr/1987TOUR2003.
The purpose of the present work consists in studying the part taken by experimentation in educational sciences. In presence of a strong contemporary tendency towards "globalisation", meeting the refusal of quantitative analysis, we try to define the part devoted to experimentation, or the part, which to supposed to be devoted to experimentation, in three modes of educative facts emergence : models, dimensions and dynamics. The general orientation of this thesis is cognitivist. In a first section, following considerations about the relations between model and analogy, three models are examined : the comportementalist model, the systemic model and the cybernetic model, from this first study it appears that the comportementalist model, which is more complex than it is generally assumed, still remains suitable for relatively original experimental investigations. The prosody impact on the learning of english as a foreign language, is an illustration of our remark. But the experimentation pertinence comes also from the dimensions of the facts studied. The already classical opposition between micrososm and macrocosm is connected, in experimental procedures, with the general and local nature of the factors and variables handeed. In this last section, the appreciation, and the morphology of the argumentation, when solving probability problems and a first research on graphic representations, ratify the availability of the experimental paradigm. Finaly, too quichly charged of reductionism, the experimental method enables to detail the cognitive dynamics called into action by the teaching process. In this third section, a research on the effects of a "logical workshop" and two studies about graphic representations make conspicuous the variety of procedural modalities in problem solving. To sum up, experimentation share is to draw out, variables taking part in evaluation; when examining activities; it contributes to the constitution of a pupil-production model; it enables also the setting of a systematized aid to the activation of operative structures
Desplats, Mireille. "Les femmes et la physique." Université Marc Bloch (Strasbourg) (1971-2008), 1989. http://www.theses.fr/1989STR20039.
In the field of scientific training, physics hold a particular place because it conditions future attitudes towards technical professions. Yet, as soon as they enter secondary school, girls show less interest in physics. Than boys, they find the subject also more difficult. A large number of them will take options in literature to avoid physics. After a large survey of international bibliography, of different hypotheses trying to explain that difference in attitude and performance as regards brain structure, ways of learning, educational habits and stereotyped social expectations leading to role and identity conflicts, the aim of this study is to find out the responsibility of the school system itself which, by the very themes chosen in the physics curriculum, the way the subject is taught and the pupils streamlined, makes the access to physics easier for boys. The teachers themselves admit making no difference between the sexes and therefore are not aware that to build up their sexual identity, boys and girls are very sensitive to social stereotypes and to help girls to appropriate a basic scientific culture without blocks, we still have to imagine a way to present the subject while girls will not identify with the male's world
Mancovsky, Viviana. "Les manifestations de l'évaluation informelle dans l'interaction de classe : étude descriptive et compréhensive du discours de l'enseignant." Paris 10, 2003. http://www.theses.fr/2003PA100005.
Lebrun, Bernard. "L'éducation physique et les sciences au XXième siècle : représentation et utilisation des modèles scientifiques dans le champ de l'éducation physique." Paris 5, 1997. http://www.theses.fr/1997PA05H060.
How do physical education teachers consider, choose and use scientific knowledge? Which concepts and sciences are favored? What are the ideologies, the values, the social positions of the authors of physical training methods that can explain their choice among concepts and scientific methods. Three main periods are taken into account. The first covers the 1 st half of the century until about 1960. The representations of the notions of health adopted by physical training authors result in a specific choice of scientific references and structured practices which let us understand some cecity towards medical evolution. In the 2 nd period, from 1960 to 1975, physical education will be subordinated to humanistic sciences and the question is: why were they utilized at that period in the evolution of physical training? Whose and which humanistic concepts were used in physical training and what are their results on teatise and practices? From 1975 on, a new university field of actions, the sciences and techniques of physical education and sports sprung from physical education, progressively developed. In the eighties, this type of education tended to become a school branch of instruction by integrating didactics, notions, rules and values effective in schools. On this 3rd part, we will analyse the part taken by the STAPS (faculty of physical education and sport )and by education sciences as theoretical references in physical education. At last, a reflection concerning the different conceptions of reason and rationality applied to physical education as a school subject will lead to a few propositions aiming at transforming the way sciences are taught to future physical education masters
Books on the topic "Sciences Computationnelles de l'Éducation":
Mialaret, Gaston. Les sciences de l'éducation. Paris: Presses universitaires de France, 2002.
Hess, Rémi. Des sciences de l'éducation. Paris: Economica, 1997.
Mialaret, Gaston. Les sciences de l'éducation. 5th ed. Paris: Presses Universitaires de France, 1991.
Avanzini, Guy. Introduction aux sciences de l'éducation. Toulouse: Privat, 1992.
Mialaret, Gaston. Introduction aux sciences de l'éducation. Paris: Unesco, 1985.
Avanzini, Guy. Introduction aux sciences de l'éducation. Paris: Privat, 1992.
Filloux, Jean-Claude. Epistémologie, éthique et sciences de l'éducation. Paris: L'Harmattan, 2001.
Francia, Leutenegger, and Saada-Robert Madelon, eds. Expliquer et comprendre en sciences de l'éducation. Bruxelles: De Boeck, 2002.
Sallaberry, Jean-Claude. CONDITIONS DE L'ÉDUCATION ET PERSPECTIVES POUR L'ÉDUCATION NOUVELLE - Année de la recherche en sciences de l'éducation. Paris: Editions L'Harmattan, 2013.
Reboul, Olivier. La Philosophie de l'éducation. 3rd ed. Paris: Presses universitaires de France, 1992.
Book chapters on the topic "Sciences Computationnelles de l'Éducation":
Laot, Françoise F., and Rebecca Rogers. "Question éducative et recherche dans l’après Seconde Guerre mondiale." In Les sciences de l'éducation, 7–21. Presses universitaires de Rennes, 2015. http://dx.doi.org/10.4000/books.pur.94440.
Rohstock, Anne. "Pour une recherche scientifique en éducation ? Une idée internationale et son appropriation locale en Allemagne de l’Ouest au moment de la guerre froide." In Les sciences de l'éducation, 25–43. Presses universitaires de Rennes, 2015. http://dx.doi.org/10.4000/books.pur.94449.
McCulloch, Gary. "Le développement de la recherche en éducation en Grande-Bretagne (1945-1974)." In Les sciences de l'éducation, 45–63. Presses universitaires de Rennes, 2015. http://dx.doi.org/10.4000/books.pur.94464.
Hofstetter, Rita, and Bernard Schneuwly. "Émergence et déploiement des sciences de l’éducation en Suisse, à la confluence de traditions et aires culturelles contrastées." In Les sciences de l'éducation, 65–81. Presses universitaires de Rennes, 2015. http://dx.doi.org/10.4000/books.pur.94473.
Roland, Elsa. "Les sciences de l’éducation à l’Université libre de Bruxelles : enjeux scientifiques et politiques (1920-1970)." In Les sciences de l'éducation, 83–97. Presses universitaires de Rennes, 2015. http://dx.doi.org/10.4000/books.pur.94479.
Bon, Annette. "L’Institut pédagogique national : une institution d’État au service du système éducatif (1950-1973)." In Les sciences de l'éducation, 101–16. Presses universitaires de Rennes, 2015. http://dx.doi.org/10.4000/books.pur.94488.
Dorison, Catherine. "De l’organisation politique à l’action de terrain : problématiques de la recherche en éducation dans les colloques de l’AEERS." In Les sciences de l'éducation, 117–29. Presses universitaires de Rennes, 2015. http://dx.doi.org/10.4000/books.pur.94491.
Seguy, Jean-Yves, and André D. Robert. "Un cas local de construction d’un dyptique formation/recherche en sciences de l’éducation : l’École pratique de psychologie et de pédagogie de Lyon de 1945 à 1967." In Les sciences de l'éducation, 131–44. Presses universitaires de Rennes, 2015. http://dx.doi.org/10.4000/books.pur.94494.
Guey, Emmanuelle, and Rebecca Rogers. "Laboratoires et bulletins au miroir de la recherche en éducation à la Sorbonne (1947-1971)." In Les sciences de l'éducation, 145–59. Presses universitaires de Rennes, 2015. http://dx.doi.org/10.4000/books.pur.94503.
Picard, Emmanuelle. "Focus 1. La réforme du Comité consultatif des universités et la création des sciences de l’éducation à la fin des années 1960." In Les sciences de l'éducation, 161–62. Presses universitaires de Rennes, 2015. http://dx.doi.org/10.4000/books.pur.94509.
Reports on the topic "Sciences Computationnelles de l'Éducation":
Gruson-Daniel, Célya, and Maya Anderson-González. Étude exploratoire sur la « recherche sur la recherche » : acteurs et approches. Ministère de l'enseignement supérieur et de la recherche, November 2021. http://dx.doi.org/10.52949/24.