Constructivisme et manuel scolaire au niveau collégial : Rencontre réflexive, interactive et sociale avec l’objet d’apprentissage

Cet essai est divisé en quatre chapitres et porte sur la conception, l'expérimentation et l'adaptation d'un modèle de rédaction d'un manuel de référence de facture constructiviste. Cette modélisation servira de guide à la rédaction d'un manuel en santé dentaire publique à l'intention des étudiantes) en techniques d'hygiène dentaire. L'hygiéniste dentaire en santé publique travaille prioritairement auprès des enfants et de leur milieu familial. Elle fait partie intégrante d'un programme national de santé dentaire publique établi à l'intérieur de chaque Centre de santé et services sociaux. Au Québec, les enfants les plus vulnérables à la carie dentaire sont de l'ordre de 25 % et cumulent à eux seuls plus de 65 % des problèmes de carie dentaire (Payette et coll., 1989). C'est à partir d'un programme créé par le ministère de la Santé et des Services sociaux que l'hygiéniste dentaire procède à un dépistage scientifique qui lui permet de prédire que certains enfants seront susceptibles à la carie dentaire avant même l'apparition des dents permanentes et de classer ces enfants. Par la suite, ces enfants, parmi les plus vulnérables, sont suivis pour changer le cours de leur histoire dentaire et leur permettre d'avoir la même chance que leurs camarades. Ces rencontres de suivi visent à sensibiliser l'enfant et les parents à l'hygiène buccodentaire ainsi qu'à l'application de la thérapie clinique à l'école (applications de fluorure, d'agents de scellement des dents, etc.). Selon les particularités de chaque région du Québec, les hygiénistes dentaires interviendront auprès de différentes clientèles. Bien que la majorité des diplômées en techniques d'hygiène dentaire exerceront leur profession en clinique privée, quelques finissantes travailleront dans les CSSS. Pour permettre aux étudiantes d'acquérir la compétence en santé dentaire publique, le programme de formation prévoit un cours et un stage totalisant environ 135 heures réparties sur deux trimestres, selon la spécificité propre à chaque collège. À Saint-Hyacinthe, le cours et les laboratoires sont d'une durée de 90 heures. Le stage de 45 heures est effectué en majeure partie auprès des hygiénistes dentaires des CSSS. On peut aisément conclure que le nombre d'heures prévu au programme est à peine suffisant face à la complexité de la tâche et au type de responsabilités que l'hygiéniste dentaire doit assumer en santé publique et comprendre l'importance d'offrir un outil de référence complet et adapté à l'apprentissage et aux besoins du marché du travail. Le présent ouvrage est divisé en quatre parties permettant une réflexion sur la possibilité d'intégrer une approche constructiviste à l'intérieur d'un manuel scolaire. La première partie traite d'abord notre cheminement à titre d'auteure de cet essai. Par la suite, elle expose la problématique à laquelle nous sommes confrontée à titre de rédactrice scientifique. Nous présenterons les compétences visées par le programme de la discipline concernée, l'écart ressenti avec la pratique en classe et l'écriture d'un manuel scolaire au collégial. Nous tenterons de dégager des étapes et des conditions à respecter pour en greffer ensuite un style d'écriture applicable dans une perspective constructiviste. La deuxième partie s'intéresse à la recension des écrits et dégage des définitions relatives au constructivisme. Elle couvre les fondements qui permettent d'entrevoir la possibilité d'écrire différemment le manuel scolaire. Le troisième chapitre concerne la méthodologie utilisée durant l'expérimentation didactique. Nous présentons le modèle choisi pour concevoir notre chapitre expérimental. Nous avons aussi sélectionné des activités à facture constructiviste. Nous avons présenté des principes pour appuyer l'écriture d'un manuel scolaire afin de dégager un modèle d'écriture constructiviste. Nous avons procédé à l'écriture du chapitre en conformité avec ces principes et nous avons vérifié la fécondité de cette écriture auprès d'expertes et d'étudiantes du milieu collégial. Dans le quatrième chapitre, la présentation et l'analyse des résultats font état de l'estimation d'une écriture constructiviste jugée souhaitable pour l'écriture de notre chapitre. La préoccupation centrale est de dégager des caractéristiques qui s'articulent autour de notre pratique constructiviste. Il s'agit aussi de discuter sur les possibilités d'application de ces principes en exposant sommairement les impacts d'un tel changement de paradigme de l'écriture.

The interactive dynamics in the university context: the classroom environment

Interpersonal relationships in human communities gained a great value since the begging of mankind, these relationships are constructed on interaction and socialization. The educational context is not exempt of these interactive and communicative processes, and it is specifically in the classroom where they can be found. The classroom can be identified as a physical and a humane space, in which dynamics are developed from the interactions between teachers and students, learning content, learning strategies and the class environment. All of these aspects are presented in the classroom as part of the teaching and learning processes. It is interesting to analyze the classroom environment and the interactive dynamics that are developed in it, regardless of the student’s age, wether in the case of infants, adolescents or adults. In this particular case, we analyze the classroom environment at the university level. Understanding the interactive dynamics that are being developed in the classroom, determine whether or not an environment is appropriate for the teaching and learning processes, which must be considered, if someone chooses an integral and quality of education.

Soil N²O emissions from long-term agroecosystems: interactive effects of rainfall seasonality and crop rotation in the Brazilian cerrado.

2016

Two-way text messaging: an interactive mobile learning environment in higher education

Short messaging service (SMS) is perhaps the most popular mobile technology prevalent among students in higher education due to its ubiquitous nature and the capability of two-way communication. However, a major limitation in two-way text messaging is sending back a part of received data with the reply message. This limitation results in users of a mobile learning environment being unable to reply back to the correct destination. This article presents a two-way text messaging system that can be integrated into a learning management system (LMS) to provide an interactive learning experience to the user community. Initially, a database is integrated into the LMS that holds message information such as recipient's phone number, message body and user data header. A specific port associated with the SMS is used to conceal and exchange data of a particular course unit. Subsequently, software in the student's mobile device captures this message and sends back the reply message to the appropriate course unit allowing both teachers and students to view messages sent and replies received pertaining to a particular course. Results indicate the educational impact of the proposed system in improving the learning environment and benefits it offers to the community in a campus-wide implementation.

CrashEd – A live immersive, learning experience embedding STEM subjects in a realistic, interactive crime scene

Interactive experiences are rapidly becoming popular via the surge of ‘escape rooms’; part game and part theatre, the ‘escape’ experience is exploding globally, having gone from zero offered at the outset of 2010 to at least 2800 different experiences available worldwide today. CrashEd is an interactive learning experience that parallels many of the attractions of an escape room – it incorporates a staged, realistic ‘crime scene’ and invites participants to work together to gather forensic evidence and question a witness in order to solve a crime, all whilst competing against a ticking clock. An animation can enhance reality and engage with cognitive processes to help learning; in CrashEd, it is the last piece of the jigsaw that consolidates the students’ incremental acquisition of knowledge to tie together the pieces of evidence, identify a suspect and ultimately solve the crime. This article presents the background to CrashEd and an overview of how a timely placed animation at the end of an educational experience can enhance learning. The lessons learned, from delivering bespoke versions of the experience to different demographic groups, are discussed. The article will consider the successes and challenges raised by the collaborative project, future developments and potential wider implications of the development of CrashEd.

Digital 3D reconstruction as a research environment in art and architecture history: uncertainty classification and visualisation

The dissertation addresses the still not solved challenges concerned with the source-based digital 3D reconstruction, visualisation and documentation in the domain of archaeology, art and architecture history. The emerging BIM methodology and the exchange data format IFC are changing the way of collaboration, visualisation and documentation in the planning, construction and facility management process. The introduction and development of the Semantic Web (Web 3.0), spreading the idea of structured, formalised and linked data, offers semantically enriched human- and machine-readable data. In contrast to civil engineering and cultural heritage, academic object-oriented disciplines, like archaeology, art and architecture history, are acting as outside spectators. Since the 1990s, it has been argued that a 3D model is not likely to be considered a scientific reconstruction unless it is grounded on accurate documentation and visualisation. However, these standards are still missing and the validation of the outcomes is not fulfilled. Meanwhile, the digital research data remain ephemeral and continue to fill the growing digital cemeteries. This study focuses, therefore, on the evaluation of the source-based digital 3D reconstructions and, especially, on uncertainty assessment in the case of hypothetical reconstructions of destroyed or never built artefacts according to scientific principles, making the models shareable and reusable by a potentially wide audience. The work initially focuses on terminology and on the definition of a workflow especially related to the classification and visualisation of uncertainty. The workflow is then applied to specific cases of 3D models uploaded to the DFG repository of the AI Mainz. In this way, the available methods of documenting, visualising and communicating uncertainty are analysed. In the end, this process will lead to a validation or a correction of the workflow and the initial assumptions, but also (dealing with different hypotheses) to a better definition of the levels of uncertainty.

Panson: An interactive sonification framework for real-time applications

Many sonification systems face a number of common design challenges. These are addressed in every project with different, specific-purpose solutions. We present Panson – an interactive sonification framework implemented in Python that can ease the development of sonification systems. Panson allows the user to implement sonifications using the sc3nb library as interface to the SuperCollider sound synthesis engine. The framework provides support for both offline and online (real-time) sonification through a set of composable classes; these classes are designed to natively support interaction in Jupyter Notebooks. Using Panson, we will show an example of its application by implementing a facial expression sonification Jupyter Notebook based on OpenFace 2.0.

Genetic Predictors Of Long-term Response To Growth Hormone (gh) Therapy In Children With Gh Deficiency And Turner Syndrome: The Influence Of A Socs2 Polymorphism.

There is great interindividual variability in the response to GH therapy. Ascertaining genetic factors can improve the accuracy of growth response predictions. Suppressor of cytokine signaling (SOCS)-2 is an intracellular negative regulator of GH receptor (GHR) signaling. The objective of the study was to assess the influence of a SOCS2 polymorphism (rs3782415) and its interactive effect with GHR exon 3 and -202 A/C IGFBP3 (rs2854744) polymorphisms on adult height of patients treated with recombinant human GH (rhGH). Genotypes were correlated with adult height data of 65 Turner syndrome (TS) and 47 GH deficiency (GHD) patients treated with rhGH, by multiple linear regressions. Generalized multifactor dimensionality reduction was used to evaluate gene-gene interactions. Baseline clinical data were indistinguishable among patients with different genotypes. Adult height SD scores of patients with at least one SOCS2 single-nucleotide polymorphism rs3782415-C were 0.7 higher than those homozygous for the T allele (P < .001). SOCS2 (P = .003), GHR-exon 3 (P= .016) and -202 A/C IGFBP3 (P = .013) polymorphisms, together with clinical factors accounted for 58% of the variability in adult height and 82% of the total height SD score gain. Patients harboring any two negative genotypes in these three different loci (homozygosity for SOCS2 T allele; the GHR exon 3 full-length allele and/or the -202C-IGFBP3 allele) were more likely to achieve an adult height at the lower quartile (odds ratio of 13.3; 95% confidence interval of 3.2-54.2, P = .0001). The SOCS2 polymorphism (rs3782415) has an influence on the adult height of children with TS and GHD after long-term rhGH therapy. Polymorphisms located in GHR, IGFBP3, and SOCS2 loci have an influence on the growth outcomes of TS and GHD patients treated with rhGH. The use of these genetic markers could identify among rhGH-treated patients those who are genetically predisposed to have less favorable outcomes.

A Putative Otu Domain-containing Protein 1 Deubiquitinating Enzyme Is Differentially Expressed In Thyroid Cancer And Identifies Less-aggressive Tumours.

This study aimed to identify novel biomarkers for thyroid carcinoma diagnosis and prognosis. We have constructed a human single-chain variable fragment (scFv) antibody library that was selected against tumour thyroid cells using the BRASIL method (biopanning and rapid analysis of selective interactive ligands) and phage display technology. One highly reactive clone, scFv-C1, with specific binding to papillary thyroid tumour proteins was confirmed by ELISA, which was further tested against a tissue microarray that comprised of 229 thyroid tissues, including: 110 carcinomas (38 papillary thyroid carcinomas (PTCs), 42 follicular carcinomas, 30 follicular variants of PTC), 18 normal thyroid tissues, 49 nodular goitres (NG) and 52 follicular adenomas. The scFv-C1 was able to distinguish carcinomas from benign lesions (P=0.0001) and reacted preferentially against T1 and T2 tumour stages (P=0.0108). We have further identified an OTU domain-containing protein 1, DUBA-7 deubiquitinating enzyme as the scFv-binding antigen using two-dimensional polyacrylamide gel electrophoresis and mass spectrometry. The strategy of screening and identifying a cell-surface-binding antibody against thyroid tissues was highly effective and resulted in a useful biomarker that recognises malignancy among thyroid nodules and may help identify lower-risk cases that can benefit from less-aggressive management.

Geographical Distribution Of The Association Between El Niño South Oscillation And Dengue Fever In The Americas: A Continental Analysis Using Geographical Information System-based Techniques.

El Niño South Oscillation (ENSO) is one climatic phenomenon related to the inter-annual variability of global meteorological patterns influencing sea surface temperature and rainfall variability. It influences human health indirectly through extreme temperature and moisture conditions that may accelerate the spread of some vector-borne viral diseases, like dengue fever (DF). This work examines the spatial distribution of association between ENSO and DF in the countries of the Americas during 1995-2004, which includes the 1997-1998 El Niño, one of the most important climatic events of 20(th) century. Data regarding the South Oscillation index (SOI), indicating El Niño-La Niña activity, were obtained from Australian Bureau of Meteorology. The annual DF incidence (AIy) by country was computed using Pan-American Health Association data. SOI and AIy values were standardised as deviations from the mean and plotted in bars-line graphics. The regression coefficient values between SOI and AIy (rSOI,AI) were calculated and spatially interpolated by an inverse distance weighted algorithm. The results indicate that among the five years registering high number of cases (1998, 2002, 2001, 2003 and 1997), four had El Niño activity. In the southern hemisphere, the annual spatial weighted mean centre of epidemics moved southward, from 6° 31' S in 1995 to 21° 12' S in 1999 and the rSOI,AI values were negative in Cuba, Belize, Guyana and Costa Rica, indicating a synchrony between higher DF incidence rates and a higher El Niño activity. The rSOI,AI map allows visualisation of a graded surface with higher values of ENSO-DF associations for Mexico, Central America, northern Caribbean islands and the extreme north-northwest of South America.

Motivating Medical Students To Learn Basic Science Concepts Using Chronic Myeloid Leukemia As An Integration Theme.

To report on the use of chronic myeloid leukemia as a theme of basic clinical integration for first year medical students to motivate and enable in-depth understanding of the basic sciences of the future physician. During the past thirteen years we have reviewed and updated the curriculum of the medical school of the Universidade Estadual de Campinas. The main objective of the new curriculum is to teach the students how to learn to learn. Since then, a case of chronic myeloid leukemia has been introduced to first year medical students and discussed in horizontal integration with all themes taught during a molecular and cell biology course. Cell structure and components, protein, chromosomes, gene organization, proliferation, cell cycle, apoptosis, signaling and so on are all themes approached during this course. At the end of every topic approached, the students prepare in advance the corresponding topic of clinical cases chosen randomly during the class, which are then presented by them. During the final class, a paper regarding mutations in the abl gene that cause resistance to tyrosine kinase inhibitors is discussed. After each class, three tests are solved in an interactive evaluation. The course has been successful since its beginning, 13 years ago. Great motivation of those who participated in the course was observed. There were less than 20% absences in the classes. At least three (and as many as nine) students every year were interested in starting research training in the field of hematology. At the end of each class, an interactive evaluation was performed and more than 70% of the answers were correct in each evaluation. Moreover, for the final evaluation, the students summarized, in a written report, the molecular and therapeutic basis of chronic myeloid leukemia, with scores ranging from 0 to 10. Considering all 13 years, a median of 78% of the class scored above 5 (min 74%-max 85%), and a median of 67% scored above 7. Chronic myeloid leukemia is an excellent example of a disease that can be used for clinical basic integration as this disorder involves well known protein, cytogenetic and cell function abnormalities, has well-defined diagnostic strategies and a target oriented therapy.

Delivery Of A Urology Online Course Using Moodle Versus Didactic Lectures Methods.

To subjectively and objectively compare an accessible interactive electronic library using Moodle with lectures for urology teaching of medical students. Forty consecutive fourth-year medical students and one urology teacher were exposed to two teaching methods (4 weeks each) in the form of problem-based learning: - lectures and - student-centered group discussion based on Moodle (modular object-oriented dynamic learning environment) full time online delivered (24/7) with video surgeries, electronic urology cases and additional basic principles of the disease process. All 40 students completed the study. While 30% were moderately dissatisfied with their current knowledge base, online learning course delivery using Moodle was considered superior to the lectures by 86% of the students. The study found the following observations: (1) the increment in learning grades ranged from 7.0 to 9.7 for students in the online Moodle course compared to 4.0-9.6 to didactic lectures; (2) the self-reported student involvement in the online course was characterized as large by over 60%; (3) the teacher-student interaction was described as very frequent (50%) and moderately frequent (50%); and (4) more inquiries and requisitions by students as well as peer assisting were observed from the students using the Moodle platform. The Moodle platform is feasible and effective, enthusing medical students to learn, improving immersion in the urology clinical rotation and encouraging the spontaneous peer assisted learning. Future studies should expand objective evaluations of knowledge acquisition and retention.

A relevante potencialidade dos centros básicos nitrogenados disponíveis em polímeros inorgânicos e biopolímeros na remoção catiônica

This review reports the application of inorganic and organic polymeric materials for cation removal by using nitrogenated basic centers. The data demonstrate the importance of the desired groups when free or immobilized on natural or synthesized inorganic polymers through silanol groups. Thus, the most studied silica gel is followed by natural crysotile and talc polymers, and the synthesized mesopore silicas, talc-like, silicic acids, phosphates and phyllosilicates. The organic natural biopolymeric chitin and cellulose were chemically modified to improve the availability of the amine groups or the reactivity with desirable molecules to enlarge the content of basic centers. The cation removal takes place at the solid/liquid interface and some interactive effects have their thermodynamic data determined.

A COMPETÊNCIA LEXICAL DE ALUNOS UNIVERSITÁRIOS APRENDENDO A LER EM INGLÊS COMO LÍNGUA ESTRANGEIRA

This article presents a characterization of the lexical competence (vocabulary knowledge and use) of students learning to read in EFL in a public university in São Paulo state. Although vocabulary has been consistently cited as one of the EFL reader´s main source of difficulty, there is no data in the literature which shows the extent of the difficulties. The data for this study is part of a previous research, which investigates, from the perspective of an interactive model of reading, the relationship between lexical competence and EFL reading comprehension. Quantitative as well as qualitative data was considered. For this study, the quantitative data is the product of vocabulary tests of 49 subjects while the qualitative data comprises pause protocols of three subjects, with levels of reading ability ranging from good to poor, selected upon their performance in the quantitative study. A rich concept of vocabulary knowledge was adapted and used for the development of vocabulary tests and analysis of protocols. The results on both studies show, with a few exceptions, the lexical competence of the group to be vague and imprecise in two dimensions: quantitative (number of known words or vocabulary size) and qualitative (depth or width of this knowledge). Implications for the teaching of reading in a foreign context are discussed.

Atuação do profissional de educação fisica em serviços locais de saude : o caso de teatro interativo de bonecos no controle da hanseniase

Universidade Estadual de Campinas . Faculdade de Educação Física