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Статті в журналах з теми "Sciences du sport – Étude et enseignement (supérieur)"
Bettahar, Yamina. "Le rôle de la Faculté des Sciences d’Alger dans le développement des sciences appliquées en contexte colonial ( xix e - xx e siècle)." Outre-Mers N° 418-419, no. 1 (September 12, 2023): 75–91. http://dx.doi.org/10.3917/om.418.0075.
Повний текст джерелаДисертації з теми "Sciences du sport – Étude et enseignement (supérieur)"
Paris, Annabelle. "Environnement EMI et expérience d'apprentissage à l'université : analyse de l'activité individuelle et collective d'étudiant.e.s de première année de Licence en Sciences et Techniques des Activités Physiques et Sportives." Electronic Thesis or Diss., Brest, 2024. http://www.theses.fr/2024BRES0031.
Повний текст джерелаThis thesis focuses on students’ expérience of learning an English language discipline at university. The aim is to account for the impact of the EMI environment on the individual social expérience lived by students in situations where they are learning bodily technics. The thesis is part of an activity-based approach in éducation and training sciences using the theoretical and methodological framework of the course of action (Theureau, 2015). The results of the first, exploratory study show that the linguistic disruption introduced by the EMI leads students to adapt their mode of engagement and their focus in situations and to develop an investigative activity based in particular on the indexical and iconic dimensions linked to the actions of peers. The second study, with an ethnographie dimension, emphasises that the EMI environment, which créâtes uncertainty for the students, has the following effects on the functioning and organisation of the group. This gives rise to the emergence of stories for the students, and in particular cooperative interactions. This culture of shared action proved conducive to the development of individual, academie and social constructs. Finally, the last study carried out on an EMI sports practical sequence shows the existence of a learning community which supports students' individual and social development during work situations. The EMI environment makes it possible to construct differentiated knowledge about oneself, one's peers, the teacher and the subject content, in relation to the students’ language level. This research opens up praxeological avenues to support reflective action by proposing the design of new training environments to enhance the learning of students involved in EMI courses
Praslon, Frédéric. "Continuités et ruptures dans la transition terminale S/deug sciences en analyse : le cas de la notion de dérivée et son environnement." Paris 7, 2000. http://www.theses.fr/2000PA070007.
Повний текст джерелаDeschamps, Jacqueline. "Science de l'information-documentation : une discipline et son enseignement." Lyon 3, 2004. http://www.theses.fr/2004LYO33012.
Повний текст джерелаThe aim of this work is to increase knowledge of Information Science, its basic concepts and its acceptance as a branch of university education, based on the example of the Universities of Applied Science in Geneva, recently created as a result of the Confederation's political decisions. Our research makes use of the concept of "disciplinarisation" such as it is frequently used in Social Sciences. The analysis of the institutional, professional and disciplinary fields, allows us to circumscribe both the conditions of emergence of a scientific field which wishes to strengthen its status, and the way the disciplinary field is strongly influenced by political decisions, outside the disciplinary field, but whose consequences can play a capital role on the visibility of the discipline. We also take into account the opinion of students, as they will soon be the main actors in the professional field of reference. These ideas lead us to consider teaching Library and Information Science and to propose guidelines, that will lay down the theoretical foundations of a professional university education
Loye, Alexis Salvador. "Évaluation de l’effet des caractéristiques de pré-admission et de l’expérience du système universitaire sur la persévérance aux études en sciences et technologies à l’université au Burkina Faso." Doctoral thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/66759.
Повний текст джерелаThis doctoral research is part of the general field of studies on academic persistence at the departments of education and particularly in measurement and evaluation in education. The understanding of academic persistence is based on a longitudinal process in which pre-entry attributes [PEA] and university system experience [USE] are very important to consider. In this context, three components of the Tinto (1997) model on persistence were studied: PEA (family background, personal attributes, prior schooling), USE (academic resources, class experience) and academic persistence. To the author's knowledge, no empirical research has been conducted on this issue. In order to contribute to improving academic persistence, this thesis aims to evaluate the effect of PEA on academic persistence in master’s degree in science and technology and to analyse the role of USE on the relationship between these two variables. Analysis of this role identifies USE’s variables that explain inequalities related to PEA. The research was structured in eight parts: introduction, Burkina Faso education system, problems, theoretical framework, articles 1, 2, 3, general discussion and conclusion. The first three parts present the context of the study as well as the general problems. The fourth part discusses the theories and models on academic persistence, variables and the links between articles that focus on specific issues. The purpose of the first article is to analyze and document existing knowledge about the links between the three variables through a systematic review of scientific literature. Three objectives underlie this goal: (1) How these three variables are operationalized in scientific research? (2) What are the empirical links between pre-entry attributes, the University experience, and academic persistence? (3) What is the role of the USE on the relationship between PEA and academic persistence? Findings indicate that despite different operationalisations, PEA, USE, and academic persistence are interrelated. Only one study suggested the mediation role of USE in the relationship between PEA and academic persistence. The second article question whether the family context (father's profession), personal attributes (gender, age at registration, place of birth), prior schooling (student’s major, graduate point average in high school (GPA), cohorts, time to first registration) predict academic persistence in science and technology. Using the survivor function of Kaplan and Meier (1958) and the Cox regression model (1972) on 14 cohorts of freshmen (n = 13,891), findings show that father’s occupation [other], gender, age at registration, GPA, and cohorts predict academic persistence in mater’s degree in science and technology. The results seem to legitimate the use of the Tinto model (1997) in Africa and Burkina Faso in particular. The third article analyzed the role of the USE on the relationship between PEA and academic persistence in master’s degree in science and technology at the university. The Cox model coupled with inverse odd ratio weighting and bootstrapping methods are used on longitudinal data from 14 cohorts of students (n = 13, 891) to analyze the effect of variables. The results made it possible to determine the type of mediation for each of the CPA variables: indirectonly mediation (father’s occupation [Other], major, age at registration), complementary (GPA), competitive (Time to first registration, University reform); direct-only nonmediation for gender; no-effect nonmediation for the place of birth. The general discussion focused on the findings of the thesis and the potential impact on helping students to complete their program in master’s degree in science and technology. Overall, the results of this thesis made it possible to document knowledge on the links between the three variables, identify the PEA that affect academic persistence and clarify the USE role on the relationship between these two variables. The limitations and perspectives of the research are presented.
Sellak, Bounoua. "Vers la professionnalisation des membres de l'enseignement supérieur en Algérie : pour une didactique des disciplines scientifiques et technologiques." Lyon 2, 1995. http://www.theses.fr/1995LYO20035.
Повний текст джерелаThe "magister" is an Algerian diploma, appointed by decree in 1976, it was aimed at replacing the doctorate. It comprises, for all disciplines, a pedagogical module that better prepares the magister candidate for his her future teaching ability in higherlevel education. In spite of this decree, no pedagogical training has been implemented, particularly in scientific paths, such as mathematics, physics, chemistry and in technological fields such as mecanic engineering, electronics etc. , wich are the spearhead of the "national development objectives" : acquisition of specialized knowledge restrict foreign co-operation and transfer of technology. It is in these domains that the loss is most visible and easily detected. Our pedagogical and didactic training initiative starting with this decree began in 1986, first limited to one university, it has been extended to the entire country. It aimed to induce high level teachers to reflect on their professional practices, and to conceive with creativity their training activities, instead of difficult contexts characterized by the lack of means or methods. Measures taken to improve "training for teachers", have made "pedagogy" a priority research area. The international contexts of university training in pedagogy, favors this project. In our project, we attempt to elaborate an adequate didactic program (syllabus) for scientifics and technological disciplines. This program should be adapted to the country's specific context ; at the same time a debate surrounding
Houme, Koffi Philippe. "Application de la théorie du comportement planifié pour prédire la persévérance des étudiants en sciences naturelles de l'Université de Lomé (Togo)." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/26821/26821.pdf.
Повний текст джерелаLefebvre, Olivier. "Evolution des conceptions en physique d'étudiants de première année d'enseignement supérieur et réceptivité des enseignants du supérieur aux travaux de recherche en didactique." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCC306.
Повний текст джерелаResearching levers which could be used to develop the use of didactics in higher education in physics is at the heart of this thesis. The first part exposes - the questioning of scientific knowledge (Newton laws) - some of the conceptions attributed to the students - the work on the main conceptual tests to highlight these conceptions - a few works on teachers' professional development The second part specifies the methodology used to adapt the selected conceptual test (Force and Motion Conceptual Evaluation) so as to survey first-year students in French higher education. In order to gain a better knowledge of these "new students" (who have graduated since 2013), their results in this test have been compared to some sociological data, then to a previous study, and have lastly been used to highlight new knowledge on lines of argument used vis-a-vis the study of certain movements in physics. The third part - which is devoted to the analysis of the interviews with the higher-education teachers who had been confronted with the results of the students in the conceptual test - presents a rather fine evaluation grid which makes it possible to highlight some possible levers as for instance the existence of educational specialists' specific knowledge, which thwarts a "quick" interpretation of higher-education theachers. The third part ends with an outline modeling the different forms of knowledge involved
Maron, Valentin. "Une reconstruction conjointe de la dynamique et de la gravitation newtonniennes : conception et évaluation d'une séquence d'enseignement inspirée par l'histoire et l'épistémologie de la physique." Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCC060.
Повний текст джерелаThis work proposes a teaching approach of the Newtonian theory. One of the central intentions is to justify the concepts and formulae which constitute it, via a progressive pathway enabling to reconstruct them. In particular it is aimed at the notion of terrestrial attraction, which is most of the time asserted, although it is not self-evident. The interpretation of free fall as a natural motion - in Antiquity and still to Galileo — is used to question the Newtonian concept of force. The purpose is to introduce it by showing its dependency to a natural motion of reference, redefined by the first law of motior justifying then its relation to acceleration. This formulation aims at insisting on the specific concept definition of the theory, in order to foster its distinction from the common sense ideas about force and motion. Following this formulation of dynamics, is presented the reasoning - inspired by Newton's one - leading to the relationship between the revolution ol planets, of the Moon, and free fall on Earth. This pathway enables to justify that the force associated to free fall acceleration can be associated to the presence of the Earth. It leads furthermore to the justification of the idea of universa attraction, as well as to the construction of the gravitational force expression. At the epistemological level, the pathway leading to relate these various phenomena highlights the role of unification of a physical theory. A teaching sequence ha been developed on the basis of this approach and experimented with high school and first year university students. One o the results observed is a strong interest of students for the justification of formulae
Bourque, Claude Julie. "Le changement comme tradition dans la recherche et la formation à la recherche en biotechnologie et en périphérie étude de cas en sciences de la santé, sciences naturelles et génie." Thèse, Université de Sherbrooke, 2011. http://savoirs.usherbrooke.ca/handle/11143/962.
Повний текст джерелаTiana, Razafindratsimba Dominique. "Les différents obstacles culturels à l'apprentissage du français ressentis à la Faculté des Lettres et Sciences Humaines de l'Université d'Antananarivo." La Réunion, 2006. http://elgebar.univ-reunion.fr/login?url=http://thesesenligne.univ.run/06_08_tiana_raz.pdf.
Повний текст джерелаIf some obstacles exist as far as French learning in Madagascar is concerned, they definitely do not originate from the opacity of the signifier since the French language was introduced in Madagascar more than one century ago. Thus, the problem of most Malagasy-speaking pupils and students does not only apply to linguistic system even though the competence in this level is often seen as an obvious gap. However, it could as well be related with culture which results from a complicated system of elements in interaction. This research is based on a survey conducted on the students in Faculté des Lettres et Sciences Humaines at the University of Antananarivo. The survey revealed, among other things, that the complex rapport which the learner has with school, with knowledge, with the present languages, with the set of values in societies, with the others, with the world in general, could, in the case, present itself as a factor which blocks or – on the contrary – as a factor which favours learning
Книги з теми "Sciences du sport – Étude et enseignement (supérieur)"
l'éducation, Ontario Ministère de. Histoire et études contemporaines: Cycles intermédiaire et supérieur et cours préuniversitaires de l'Ontario - partie C : cycle supérieur. S.l: s.n, 1987.
Знайти повний текст джерелаl'éducation, Ontario Ministère de. Histoire et Études Contemporaines: Cycles Intermédiaire et Supérieur et Cours Pré-Universitaires de L'Ontario : Partie C : Cycle Supérieur. S.l: s.n, 1987.
Знайти повний текст джерелаl'éducation, Ontario Ministère de. Sciences: Cycles intermédiaire et supérieur - 3e parties : sciences, 9e et 10e années, niveau général. S.l: s.n, 1987.
Знайти повний текст джерелаl'éducation, Ontario Ministère de. Sciences: Cycles intermédiaire et supérieur. 1987 - 6e partie, Sciences, 11e et 12e année, niveau fondamental. Toronto, Ont: Ontario. Ministère de l'éducation, 1987.
Знайти повний текст джерелаl'éducation, Ontario Ministère de. Histoire et Études Contemporaines: Cycle Intermédiaire et Supérieur et Cours Pré-Universitaires de L'Ontario : Partie B: Cycle Intermédiaire. S.l: s.n, 1986.
Знайти повний текст джерелаTremblay, France. Du succès en sciences: Guide pour améliorer vos capacités. Montréal, Qué: Éditions Nouvelles AMS, 1995.
Знайти повний текст джерелаl'éducation, Ontario Ministère de. Histoire et études contemporaines: Cycle intermédiaire et supérieur et cours préuniversitaires de l'Ontario - partie D : cours préuniversitaires de l'Ontario. S.l: s.n, 1987.
Знайти повний текст джерелаLeclerc, Jean-Marc. Enseignement par contrats d'études et formation au dialogue scientifique. Montréal, Que: Service pédagogique, Université de Montréal, 1987.
Знайти повний текст джерелаl'éducation, Ontario Ministère de. Histoire et Études Contemporaines: Cycles Intermédiaire et Supérieur et Cours Pré-Universitaires de L'Ontario: Partie A: Énoncés de Politique et Planification des Programmes. S.l: s.n, 1986.
Знайти повний текст джерелаl'éducation, Ontario Ministère de. Sciences: Cycles intermédiaire et supérieur. 1988-8e partie, Sciences de l'environnement, 10e et 12e année, niveau avancé. Toronto, Ont: Ontario. Ministère de l'éducation, 1988.
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