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Cet article étudie les difficultés des élèves (15-16 ans) de six classes de troisième année de secondaire collégial marocain en activités de résolution de problèmes de l’électricité (Loi d’Ohm, puissance et énergie électrique). L’analyse des productions écrites des élèves est effectuée en termes de tâches réussies, échoués et non traités en rapport avec les connaissances que devraient mobiliser les élèves pour réaliser ces tâches. Les élèves ont pu réussir davantage les tâches nécessitant les connaissances déclaratives alors qu’ils éprouvent des difficultés pour atteindre l’étape autonome dans le processus de production des connaissances procédurales. L’étude de l’impact de l’organisation des tâches sur l’élaboration des connaissances chez les élèves met en évidence la prévalence d’une hiérarchisation des problèmes du simple vers le complexe. This paper study the difficulties encountered by pupils (15-16 years) of six classes of third year of Moroccan college in solving problems of electricity (Ohm law, electrical puissance and energy). The analysis of pupils’ written productions is carried out in terms of the successful, failed and untreated tasks in relation with declaratory or procedural knowledge mobilized by the pupils to realize these tasks. The pupils carried out with success the tasks whose realization requires the mobilization of procedural knowledge, while they encountered difficulties to reach the autonomous step in the production process of procedural knowledge. The impact study of the organization of tasks on the development of knowledge at the pupils highlights the prevalence of the hierarchsation of the problems from the simple to the complex.
In the overtly crowded Algerian EFL classrooms, teaching rarely responds to learners’ differences; therefore, an observer may spend a long time in such classrooms and never notice any instance of Differentiated Instruction. This study was twofold. It first attempted to examine the teachers’ awareness and ways of dealing with students’ differences. Secondly, it attempted to examine the ffects of implementing one of the strategies of differentiation, namely tiered activities, on students’ written production. To support the first aim, a questionnaire to the English Department confirmed teachers at the University of Oum El-Bouagui was used as the instrument of gathering data. Twenty teachers responded to this questionnaire that aimed also at scrutinizing their knowledge and perceptions of differentiation. A one-group pre-test post-test preexperiment was conducted to fulfil the second aim of the study, and twenty of the English third year students at the same university participated in this pre-experiment. The students received a one-size fits all activity in the pre-test, and based on their scores, they were divided according to their cognitive readiness into three levels. Each level received a matching activity in the post-test. These matching activities are the tiered activities that were structured by cognitive complexity. The results extracted from the questionnaire show that despite their awareness of the students’ differences, teachers seldom adapt their teaching to these differences; thus, they seem not to implement differentiation. Furthermore, the results obtained from comparing the pretest and the post-test scores in the pre-experiment show that students’ written production is positively affected by the use of tiered activities.
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Forming of School Manual as a Scientific Problem in General and Special PsychopedagogySchool manuals have special place among the socio-cultural acquisition of the past, which are the kind of reflection of certain era, the level of knowledge, worldview and prevailing stereotypes in the field of education. The manual is a carrier of the content of education, definitions, storage of knowledge and methods of learning that is necessary in this society. The complexity of the manual, the richness of its types, structure, diversity of its content and functions define it as a valuable historical document, the research of which provides opportunities to study the features and patterns of development and formation of the manual in different historical periods and using modern manuals. The research of the history of school manual development begins with the establishment by scientists the fact of the manual origin, which historians associate with clay tablets on which the Sumerians placed manuals five thousand years ago. The formation of the pedagogical theory of the manual is...
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