Дисертації з теми "Sciences Computationnelles de l'Éducation"
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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
Liu, Kuei Mei. "Enquête sur l'adaptation professionnelle de l'adulte handicapé mental et mesures à prendre en ce qui les concerne à Taïwan." Paris 5, 1985. http://www.theses.fr/1985PA05H025.
Glabi, Najat. "L'enseignement transfrontalier dans les formations universitaires en administration des affaires. Une étude de cas." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/27480/27480.pdf.
Doyer, Marie-Ève. "Se construire en s'investissant sur le marché du travail : Regard de jeunes décrocheurs." Thesis, Université Laval, 2012. http://www.theses.ulaval.ca/2012/29002/29002.pdf.
Castonguay, Payant Justine. "Favoriser le développement de la pensée critique en science dans un jeu sérieux sur plateforme mobile. Exploration théorique pour une scénarisation pédagogique." Thesis, Université Laval, 2012. http://www.theses.ulaval.ca/2012/29024/29024.pdf.
Fiset, Monika. "L'expérience de socialisation scolaire des élèves issus de l'immigration : étude phénoménologique menée auprès d'élèves du primaire de la ville de Québec." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/26077/26077.pdf.
Ndong, Sima Gabin. "Le rapport à la culture des enseignants de français de lycée au Gabon." Thesis, Université Laval, 2012. http://www.theses.ulaval.ca/2012/29281/29281.pdf.
Laverdière, Vincent. "La conception et la mise en oeuvre de l'approche par compétences chez les enseignantes et les enseignants en histoire dans les collèges du Québec." Thesis, Université Laval, 2008. http://www.theses.ulaval.ca/2008/25205/25205.pdf.
Boutin, Nicolas. "L’effet du genre sur l’indécision vocationnelle et les parcours scolaires : l'intégration des garçons aux études collégiales." Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/28235/28235.pdf.
Marché, Anne Daniele Cecile. "Émotions et travail d'assistance aux soins personnels en gérontologie : Se garder du dégoût, mais pas trop." Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/28243/28243.pdf.
Emotions and work of personal care of elderly, keeping disgust down, but not too much The work of caregivers assigned to the personal care of elderly residents in institutional facilities is often thought of as “dirty work,” part of the unrewarding aspects of nursing care, but also, more generally, part of the unrewarding aspects of domestic work which the whole society seems to loathe. This work is delegated to women – and a few men – who must deal with unbearable feelings of disgust and the ethical threat that this represents for “care work” (Molinier, 2005). Using a theoretical framework integrating both moral theory of emotions (Ben Ze'ev, 1997; Miller, 1997; Nussbaum, 2001) and psychodynamics of work (Dejours, 1980c), this thesis examines how caregivers use their creative intelligence (Dejours, 1993b) to deal with the emotional and moral conflict between the disgust they feel and the core values of care work and to preserve themselves from the disgust. If the intelligence of emotions involves elements of emotional conflict and the plasticity of emotions falls within the competence of action, thus work plays a central role in reducing the contradiction inherent in this conflict. Based on structural oppositions of disgust and from human conducts in work situations models, an ad hoc analytical grid was developed to understand how caregivers keep their feelings of disgust away, protecting themselves by adopting an ingenious approach involving subjective distance. This work protects the workers, their coworkers but in the first instance, the elderly residents, from the loathing of disgust and from its contaminating power (Rozin, 1986). Above all, while protecting themselves from disgust, caregivers keep disgust still active, isolating pollution in an object of residual disgust, in order to test the vitality of the work collective. By working in full view of others and exposing how they break with the distance prescribed by the norm of respectfulness, the caregivers appeal to the collective sharing of the risk that breaking this norm implies. Highlighting the ingenuity of care work socially contributes to opening up a space such that the voice of these women, who are striving to build a world that is fit to live in, compensating for the human vulnerability, can be heard. Keywords: emotions at work, disgust, “dirty work”, “care work”, moral risk, emotional conflict, cooperation, gerontology.
Tableau d'honneur de la FÉS
Pindi, Joao-Pedro Lome. "L'effet de la culture organisationnelle sur le rendement scolaire des élèves : cas des écoles secondaires montréalaises à forte concentration ethnique et à forte concentration de souche québécoise." Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/28258/28258.pdf.
Bouchard, Ève. "Analyse des biais menaçant la validité dans l'évaluation des enseignants par les questionnaires de rétroaction des étudiants." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/26208/26208.pdf.
Guillemette, Louis. "Les domaines généraux de formation en quête d'horizons: L'évaluation de l'apport de la pensée de Paulo Freire à leur mise en oeuvre." Thesis, Université Laval, 2010. http://www.theses.ulaval.ca/2010/27523/27523.pdf.
T, Richard Philippe. "Analyse d'une procédure de gestion de la charge d'entraînement en natation." Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/28397/28397.pdf.
Bombereau, Gaelle. "Représentations sociales du VIH/SIDA en Guadeloupe et recommandations à l'usage de la santé publique. La peur ou la mort dans l'âme dans les Antilles françaises." Thesis, Université Laval, 2005. http://www.theses.ulaval.ca/2005/22985/22985.pdf.
Morrissette, Joelle. "Manières de faire l'évaluation formative des apprentissages selon un groupe d'enseignantes du primaire: une perspective interactionniste." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/25992/25992.pdf.
Bouchard, Chantal. "La qualité d'un organisme : Construction et expérimentation d’un dispositif d’indicateurs de la qualité." Thesis, Université Laval, 2002. http://www.theses.ulaval.ca/2002/20189/20189.pdf.
Nunez, Rojas Mauricio Alejandro. "Le raisonnement pédagogique dans l'identification des difficultés scolaires et son évolution en situation d'interaction professionnelle." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/26277/26277.pdf.
Amboule, Abath Anastasie. "L'expérience au travail de femmes dirigeantes de structures sportives au Québec : le paradoxe passion / obstacles." Thesis, Université Laval, 2007. http://www.theses.ulaval.ca/2007/24774/24774.pdf.
Lemire, Julie. "Les jeunes ayant des difficultés scolaires: coup d'oeil sur leur expérience au sein d'une école EVB." Thesis, Université Laval, 2007. http://www.theses.ulaval.ca/2007/24725/24725.pdf.
Neveu, Michèle. "Est-ce que les caractéristiques des pairs qui participent aux activités parascolaires peuvent moduler l'effet bénéfique de ces dernières sur la motivation et le rendement scolaires des adolescents ? Une explication basée sur une perspective motivationnelle." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/26322/26322.pdf.
Pepin, Matthias. "Culture entrepreneuriale et éducation : un regard ethnographique sur ce qui se vit à l'école primaire Coeur-Vaillant." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/26334/26334.pdf.
Duquette, Catherine. "LE RAPPORT ENTRE LA PENSÉE ET LA CONSCIENCE HISTORIQUES. Élaboration d'un modèle d'interaction lors de l'apprentissage de l'histoire chez les élèves de cinquième secondaire des écoles francophones du Québec." Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/28474/28474.pdf.
Bibang-Assoumou, Hilaire. "L'intégration du XO dans les environnements d'apprentissage : cas à l'école ÉNS/B au Gabon." Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/30142/30142.pdf.
This study aims to understand and illustrate the pedagogical integration of the XO computer in a school located in a popular area of Libreville Gabon, ENS/B School. The integration activity of the XO in that school is part of a comprehensive plan to reform the Gabonese education system initiated by the Ministry of Education. It is also an effort to introduce Information and Communication Technologies (ICTs) in order for the education system to adapt to the global environment of the information society, and in a way guided by UNESCO’s recommendations (2008, 2010, 2011). The study relied heavily on activity theory to highlight the tensions that emerged in the activity system of the teachers (unit of analysis used) with regard to the integration of the XO. Various concepts of this theory, and among others, the zone of proximal development (Vygotsky, 1978), dual stimulation (Laitinen & Sannino, 2011), and the cycle of expansive learning (Engeström, 1987) were used to support teachers’ transformation of their activity system through tension resolution. The overall thesis led to the identification of two types of tensions. The first category is described within the teachers’ system of activity, and refers to their narrow receptivity to tools that fall outside of the official educational program. It also refers to the dilemmas face by teachers regarding the XO as an educational tool not yet specified in the curricula, the rules that controlled their intrasystemic interrelationships, and the roles of the different actors involved. The second category concerns the tensions caused by the weakening of boundaries between teachers’ activity system and other activity systems with which they have constant interrelationships. However, if intrasystemic tensions proved to be a springboard for expanding the XO integration activity in teaching practices as we witnessed the emergence of an informal sharing and production of joint educational scenarios, intersystemic tensions tended to paralyze the expansion of the activity to the point where it was difficult for teachers to use the XO in a meaningful way, one that could positively transform their classroom practice. Keywords: Digital Revolution, social change, community learning, community of practice, community knowledge building, zone of proximal development, dual stimulation cycle of expansive learning, intersystemic borders.
Terradas, Miguel. "La fonction réflexive chez les mères d'enfants victimes d'abus sexuel. Développement d'une échelle mesurant le fonctionnement réflexif de la mère dans un contexte d'interactions mère-enfant." Thesis, Université Laval, 2007. http://www.theses.ulaval.ca/2007/24846/24846.pdf.
Hamel, Liliane. "L'éveil à la métaconscience et la formation du gestionnnaire." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/26433/26433.pdf.
Belleau, Marie-Claude. "Démarche d'appropriation d'une approche inclusive chez les éducatrices oeuvrant dans un centre de la petite enfance." Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/29781/29781.pdf.
St-Onge, Christina. "La vraisemblance de patrons de réponses : étude de la précision des indices d'ajustement des scores individuels, de leurs points critiques et du taux optimal d'aberrance." Thesis, Université Laval, 2007. http://www.theses.ulaval.ca/2007/24923/24923.pdf.
This doctoral research on Item Response Theory (IRT)-based Person-Fit Statistics (PFS) is comprised of three studies. This research was divided in such a way so we could study two key concepts: the detection rates and the critical values of PFS. In the first and third study, detection rates were studied. The second study focused on the critical values of a PFS. In the first article, we observed that the PFS were more accurate when they were used with parametric estimated ICCs (ML2P and ML3P), and this was independent of the sample size. It seems necessary to verify the model-data fit before carrying out appropriateness assessment with IRT-based PFS. Following the development of a table of critical values, in the second article, the degrees of confidence were calculated for each interval and these results lead us to believe that the critical values were precise. These critical values were tested and it was observed that the type I error rates were conservative but the detection rates observed for .05 and .10 type I error levels were slightly inferior to the detection rates found in the literature. In the third article, we investigated the optimal aberrance phenomenon, i.e., we observed an increase in the detection rate of PFS with an increase in the aberrance rate until a peak was reached and then an increase in the aberrance rate lead to a decrease in the detection rates of PFS. These last results help us to explain a phenomenon that was never previously studied.
Doré-Bluteau, Véronique. "LES RÔLES DES ENSEMBLES DIDACTIQUES DE L'UNIVERS SOCIAL. Quelle définition pour une approche par compétences située dans un modèle socioconstructiviste de la connaissance?" Thesis, Université Laval, 2007. http://www.theses.ulaval.ca/2007/24956/24956.pdf.
Dussault, Michael. "Une analyse de l'agir professionnel de conseillers et de conseillères d'orientation novices." Thesis, Université Laval, 2010. http://www.theses.ulaval.ca/2010/26801/26801.pdf.
Ntibanyendera, Ernest. "Analyse critique des besoins de perfectionnement des directeurs d'établissement primaire public francophone au Québec : le cas de la région de Québec." Thesis, Université Laval, 2010. http://www.theses.ulaval.ca/2010/27914/27914.pdf.
Rousseau, Michel. "L'impact des méthodes de traitement des valeurs manquantes sur les qualités phychométriques d'échelles de mesure de type Likert." Thesis, Université Laval, 2006. http://www.theses.ulaval.ca/2006/23426/23426.pdf.
The presence of missing answers for some items of a scale of measurement is a phenomenon which any researcher is suitable to meet during his work. Although bias that an inadequate treatment of this non-response can cause are known since nearly 30 years (Rubin, 1976), knowledge of the effectiveness of the various missing values treatment is still very restricted. The present study aims at making knowledge and practices concerning the treatment of the missing values evolve in the context of Likert type scale. The fundamental problem that missing values pose is that it is impossible not to take it into account at the time of the application of a method of statistical analysis, the majority of these methods having been developed to treat matrices of complete data. The models of measurement used in the analysis of Likert type scale data do not escape from this reality. Two models of measurement are studied more in-depth in this project, the classical test model and the Samejima graded model. The main objective of the research undertaken is to evaluate the effectiveness of five missing values treatment, including the multiple imputation method. Moreover, it was aimed to evaluate the impact of the number of subjects, the number of items and the proportion of the missing values on the effectiveness of the methods. The results of this research seem to suggest that the effectiveness of multiple imputation is higher than the other methods, although depending on the model of measurement considered, other simpler methods seem also effective. In conclusion, it is important to note that because no method of treatment can eliminate completely the bias caused by the presence of missing values, it would be preferable to prevent rather than to cure.
Bellanger, Mireille. "LA REFORME DE L'ÉVALUATION DES ENSEIGNANTS DU SECONDAIRE EN FRANCE. Analyse de la grève du 15 décembre 2011 et pistes pour sortir de l'impasse." Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/29541/29541.pdf.
This qualitative research, documentary style, focuses on the reform of teacher evaluation in France. These went on strike Dec. 15, 2011 to protest against its application planned for September 2012. This thesis offers a reading grid for the evaluation of teachers from different points of view raised in the press during that strike. Contextualist analysis models from Brouwers (1997), which was associated with the typology of the seven worlds of justification by Boltanski (1991), helped to highlight the value code that justifies the different positions, points of resistance and the points of support for possible negotiations. The results show that this project is possible under an obligation of competence, not a performance obligation, if combined with training for all and if it makes a large part to the autonomy of stakeholders.
Lahrizi, Imane Zineb. "Au-delà des frontières : stratégies identitaires et choix de carrière des jeunes issus de l'immigration." Thesis, Université Laval, 2014. http://www.theses.ulaval.ca/2014/30295/30295.pdf.
The aim of this study was to understand the articulation between double culture and identity on immigrant children’s vocational project. Literature concerning these three concepts is rich and there is a great amount of researches on immigrant children. Identity is considered here in a dynamic perspective, and studied in accordance with identity strategies. The vocational project reflects the interests of a person, but refers at the same time to other elements, such as identity, context and culture. The content analysis of nine semi-structured interviews with immigrant children led to an identification and the understanding of the complexity of career choices when considering their double cultural and identity development. Results show, among others, that identity changes and is influenced by participants’ various contexts. Also, career choices are made according to family expectations, parents’ project of immigration and participants’ career aspirations. Keywords: Immigrant children's identity construction, career choices, cultural affiliation.
Azarre, Wilfrid. "L'accompagnement pédagogique des enseignants du premier et du deuxième cycles de l'école fondamentale en Haïti." Thesis, Université Laval, 2014. http://www.theses.ulaval.ca/2014/30361/30361.pdf.
Dumont, Marc-Antoine. "Une proposition de modèle de design pédagogique dans un processus de co-conception d'un jeu sérieux par des apprenants-concepteurs." Thesis, Université Laval, 2014. http://www.theses.ulaval.ca/2014/30384/30384.pdf.
Since the 90s, integrating computer-based educational gaming into the learning process has been amply studied and criticized for not producing conclusive evidence, especially within the context of edutainment and CBT (Egenfeldt-Nielsen, 2005; p.265). Nonetheless, the emergence of constructivist learning environments, constructivist- centered learning approaches and instructional design models are providing new ways for integration of educational game in classrooms. A third generation of educational gaming initiated by socio-constructivists and constructivism has provided complex open system learning environments. In others words, the development of serious gaming assisted by various authoring software is providing what has been termed learning through design or learning by design (Kafai, 2005) but it is also bringing about a new form of design thinking by students who are increasing being seen as knowledge creators (Perkins, 1991). This thesis analyses the requisite design and development conditions prior to the implementation of a user-based design model. Keywords: Learning through design, co-conception, instructional design and model, serious games.
Belkhodja, Maha. "La visualiation en géométrie dans trois et deux dimensions en tant que compétence à développer à l'école." Thesis, Université Laval, 2007. http://www.theses.ulaval.ca/2007/24504/24504_1.pdf.
Baron, Charles. "Le processus de développement de la conscience de gestionnaires individualistes et stratèges : une investigation collaborative sur l'expérience du pouvoir." Thesis, Université Laval, 2007. http://www.theses.ulaval.ca/2007/24564/24564.pdf.
Litalien, David. "Persévérance aux études de doctorat (Ph.D.) : Modèle prédictif des intentions d'abandon." Thesis, Université Laval, 2014. http://www.theses.ulaval.ca/2014/30573/30573.pdf.
In most OECD countries, there is a significant increase in doctoral studies enrollment. Nevertheless, completion rates remain low and are estimated between 40 and 60% for Canadians and Americans. To our knowledge, there is a lack of research on doctoral student’s persistence and available theoretical models to comprehend this phenomenon are difficult to operationalize. Based on self-determination theory (Deci & Ryan, 1985, 2012a, 2012b), the purpose of this dissertation is to provide a general understanding of doctoral studies persistence. It includes two articles. The first article aims to develop and validate a scale to assess five types of regulation (intrinsic, integrated, identified, introjected, and external) toward PhD studies. Results of two studies (N = 244 and N = 1061) support the scale’s reliability, factor structure, and convergent and discriminant validity. The purpose of the second article is to develop and validate a predictive model of dropout intentions. This model posits that perceived competence decreases dropout intentions, and that perceived competence is explained by autonomous and controlled regulations, which are in turn predicted by perceived psychological needs support provided by the student’s advisor, faculties as well as other graduate students. A two-step approach was used: 1) a retrospective comparison of completers and noncompleters (N = 422), and 2) a prospective examination of enrolled PhD students over two semesters to assess dropout intentions (N = 1060). Overall, the findings of the two studies are similar and support the proposed model. Specifically, perceived competence appears to be the cornerstone of doctoral studies persistence intentions, and is predicted mainly by autonomous and controlled regulations and advisor support. Theoretical, methodological, and practical implications are discussed and directions for further research are proposed.
Tableau d'honneur de la FÉSP
Tremblay, Benoît. "Conceptions de l'éducation et de l'être humain d'enseignants et enseignantes du système scolaire québécois." Thesis, Université Laval, 2006. http://www.theses.ulaval.ca/2006/23533/23533.pdf.
Parent, Nathalie. "Analyse des biais de méthode associés à l'utilisation des échelles d'évaluation du comportement des enfants d'âge primaire." Thesis, Université Laval, 2007. http://www.theses.ulaval.ca/2007/24601/24601.pdf.