Approche cognitive de la traduction dans les langues de spécialité : vers une systématisation de la description de la conceptualisation métaphorique

Département de linguistique et de traduction

Using concept mapping to scaffold learning for students who experience learning difficulties in science classes

In order to develop scientific literacy students need the cognitive tools that enable them to read and evaluate science texts. One cognitive tool that has been widely used in science education to aid the development of conceptual understanding is concept mapping. However, it has been found some students experience difficulty with concept map construction. This study reports on the development and evaluation of an instructional sequence that was used to scaffold the concept-mapping process when middle school students who were experiencing difficulty with science learning used concept mapping to summarise a chapter of a science text. In this study individual differences in working memory functioning are suggested as one reason that students experience difficulty with concept map construction. The study was conducted using a design-based research methodology in the school’s learning support centre. The analysis of student work samples collected during the two-year study identified some of the difficulties and benefits associated with the use of scaffolded concept mapping with these students. The observations made during this study highlight the difficulty that some students experience with the use of concept mapping as a means of developing an understanding of science concepts and the amount of instructional support that is required for such understanding to develop. Specifically, the findings of the study support the use of multi-component, multi-modal instructional techniques to facilitate the development of conceptual understanding with students who experience difficulty with science learning. In addition, the important roles of interactive dialogue and metacognition in the development of conceptual understanding are identified.

Engineering-based modelling experiences in the elementary classroom

Introducing engineering-based model-eliciting experiences in the elementary curriculum is a new and increasingly important domain of research by mathematics, science, technology, and engineering educators. Recent research has raised questions about the context of engineering problems that are meaningful, engaging, and inspiring for young students. In the present study an environmental engineering activity was implemented in two classes of 11-year-old students in Cyprus. The problem required students to develop a procedure for selecting among alternative countries from which to buy water. Students created a range of models that adequately solved the problem although not all models took into account all of the data provided. The models varied in the number of problem factors taken into consideration and also in the different approaches adopted in dealing with the problem factors. At least two groups of students integrated into their models the environmental aspect of the problem (energy consumption, water pollution) and further refined their models. Results indicate that engineering model-eliciting activities can be introduced effectively into the elementary curriculum, providing rich opportunities for students to deal with engineering contexts and to apply their learning in mathematics and science to solving real-world engineering problems.

O questionamento como elemento integrador do blogue nas aulas de ciências

A investigação sobre a promoção do questionamento na relação pedagógica revela ser uma estratégia que valoriza o papel do aluno enquanto aquele que aprende, alterando a forma como as aulas são vividas por alunos e professores. Perante a inexistência de estudos que ensaiem o estímulo ao questionamento e, simultaneamente, integrem a Web 2.0 no processo de ensino e de aprendizagem no Ensino Básico, delineou-se a presente investigação. O estudo situa-se, assim, na interseção de dois campos: por um lado, as potencialidades do incentivo ao questionamento no processo pedagógico e, por outro, a integração educativa das TIC. A questão de Investigação que orientou este estudo foi a de avaliar de que forma é que o incentivo ao questionamento poderia contribuir para integrar o blogue de disciplina no trabalho em sala de aula de Ciências Naturais. Assim, concebemos, implementámos e avaliámos uma intervenção didática centrada na promoção da competência de questionamento, dando voz aos alunos, estimulando-os a formularem perguntas sobre os conteúdos, tanto presencialmente como no blogue da disciplina, denominado por “Mentes Curiosas”, utilizando essas perguntas como elementos integradores dos dois espaços. O estudo seguiu uma metodologia de investigação-ação e envolveu 36 alunos do 9.º ano de escolaridade, divididos em duas turmas, na disciplina de Ciências Naturais. Os instrumentos e métodos de recolha de dados foram diversificados, tendo todos os dados sido submetidos a uma análise de conteúdo. O estudo revela que os alunos utilizaram o blogue respondendo aos desafios colocados escrevendo comentários, respostas e, sobretudo, fazendo perguntas para as quais gostariam de obter respostas. O docente integrou essas perguntas na prática letiva dando continuidade às discussões de um ambiente para o outro, utilizando, desta forma, as perguntas dos alunos para a integração dos dois ambientes. A análise do questionamento registado revela que as perguntas online estão mais centradas nos conteúdos científicos e apresentam maior qualidade cognitiva quando comparadas com as formuladas em sala de aula. Por sua vez, no contexto presencial, as perguntas escritas são de maior nível de complexidade do que as perguntas orais. Através das diversas estratégias implementadas, quer para a promoção da capacidade de escrever perguntas, quer no trabalho realizado com o blogue, transformou-se a dinâmica do trabalho em sala de aula, melhorando-se o empenhamento dos alunos na aprendizagem. A estratégia de incentivo ao questionamento pelos alunos revelou-se, assim, como um fator que permite integrar de forma profícua o ambiente online no ambiente presencial neste nível de ensino. Por fim, a reflexão que fomos fazendo sobre as potencialidades do questionamento na relação professor-alunos-conteúdos, tanto no ambiente presencial como no virtual, levou-nos a perspetivar as perguntas segundo duas dimensões: Competência Cognitiva e Estratégia Didática. Enquanto Competência, o questionamento assume a função de ferramenta cognitiva e de regulador do processo de ensino e de aprendizagem. Enquanto Estratégia, a pergunta pode ser encarada como uma ferramenta didática na relação dialógica que se estabelece entre professor e alunos.

Développement et évaluation d’un environnement informatisé d’apprentissage pour faciliter l’intégration des sciences et de la technologie

Par cette recherche, nous voulons évaluer de manière exhaustive les bénéfices qu’apporte l’ExAO (Expérimentation Assistée par Ordinateur) dans les laboratoires scolaires de sciences et technologie au Liban. Nous aimerions aussi qu’elle contribue d’une manière tangible aux recherches du laboratoire de Robotique Pédagogique de l’Université de Montréal, notamment dans le développement du µlaboratoire ExAO. Nous avons voulu tester les capacités de l’ExAO, son utilisation en situation de classe comme : 1. Substitut d’un laboratoire traditionnel dans l’utilisation de la méthode expérimentale; 2. Outil d’investigation scientifique; 3. Outil d’intégration des sciences expérimentales et des mathématiques; 4. Outil d’intégration des sciences expérimentales, des mathématiques et de la technologie dans un apprentissage technoscientifique; Pour ce faire, nous avons mobilisé 13 groupe-classes de niveaux complémentaire et secondaire, provenant de 10 écoles libanaises. Nous avons désigné leurs enseignants pour expérimenter eux-mêmes avec leurs étudiants afin d’évaluer, de manière plus réaliste les avantages d’implanter ce micro laboratoire informatisé à l’école. Les différentes mise à l’essai, évaluées à l’aide des résultats des activités d’apprentissage réalisées par les étudiants, de leurs réponses à un questionnaire et des commentaires des enseignants, nous montrent que : 1. La substitution d’un laboratoire traditionnel par un µlaboratoire ExAO ne semble pas poser de problème; dix minutes ont suffi aux étudiants pour se familiariser avec cet environnement, mentionnant que la rapidité avec laquelle les données étaient représentées sous forme graphique était plus productive. 2. Pour l’investigation d’un phénomène physique, la convivialité du didacticiel associée à la capacité d’amplifier le phénomène avant de le représenter graphiquement a permis aux étudiants de concevoir et de mettre en œuvre rapidement et de manière autonome, une expérimentation permettant de vérifier leur prédiction. 3. L’intégration des mathématiques dans une démarche expérimentale permet d’appréhender plus rapidement le phénomène. De plus, elle donne un sens aux représentations graphiques et algébriques, à l’avis des enseignants, permettant d’utiliser celle-ci comme outil cognitif pour interpréter le phénomène. 4. La démarche réalisée par les étudiants pour concevoir et construire un objet technologique, nous a montré que cette activité a été réalisée facilement par l’utilisation des capteurs universels et des amplificateurs à décalage de l’outil de modélisation graphique ainsi que la capacité du didacticiel à transformer toute variable mesurée par une autre variable (par exemple la variation de résistance en variation de température, …). Cette activité didactique nous montre que les étudiants n’ont eu aucune difficulté à intégrer dans une même activité d’apprentissage les mathématiques, les sciences expérimentales et la technologie, afin de concevoir et réaliser un objet technologique fonctionnel. µlaboratoire ExAO, en offrant de nouvelles possibilités didactiques, comme la capacité de concevoir, réaliser et valider un objet technologique, de disposer pour ce faire, des capacités nouvelles pour amplifier les mesures, modéliser les phénomènes physiques, créer de nouveaux capteurs, est un ajout important aux expériences actuellement réalisées en ExAO.

Challenges of programming apprentice

The present article describes the challenges programming apprentices face and identifies the elements and processes that set them apart from experienced programmers. And also explains why a conventional programming languages teaching approach fails to map the programming mental model. The purpose of this discussion is to benefit from ideas and cognitive philosophies to be embedded in programming learning tools. Cognitive components are modeled as elements to be handled by the apprentices in tutoring systems while performing a programming task. In this process a mental level solution (the mental model of the program) and an implementation level solution (the program) are created. The mapping between these representations is a path followed by the student explicitly in this approach. © 2011 IEEE.

Proposta de uma ferramenta de visualização e realidade virtual para o monitoramento de tráfego de redes de computadores

Pós-graduação em Ciência da Computação - IBILCE

Visualization of Problems’ Solution

Джурджица Такачи - В доклада се разглеждат дидактически подходи за решаване на задачи, упражнения и доказване на теореми с използване на динамичен софтуер, по-специално – с вече широко разпространената система GeoGebra. Въз основа на концепция-та на Пойа се анализира използването на GeoGebra като когнитивно средство за решаване на задачи и за обсъждане на техни възможни обобщения.

Mild cognitive impairment in medical inpatients: the mini-mental state examination is a promising screening tool

AIM: To assess the prevalence of mild cognitive impairment (MCI) in medical inpatients aged 55-85 years without known cognitive deficits, and how often ward physicians mentioned MCI in their discharge notes. Moreover, we aimed to identify variables associated with MCI and to assess the sensitivity and specificity of the Mini-Mental State Examination (MMSE) for MCI. METHODS: Two neuropsychologists administered a 60-min battery of validated tests to evaluate different cognitive domains. The diagnosis of MCI was based on a prespecified algorithm. The sensitivity and specificity of the MMSE for MCI were calculated. RESULTS: Fifteen patients showed a normal cognitive profile (21.4%), while 55 patients (78.6%) showed MCI. Ward physicians, blinded to the results of the neuropsychological evaluation, did not mention MCI in their discharge notes of any of the evaluated patients. The only variable independently associated with MCI was the MMSE. A MMSE score of < or =28 showed a sensitivity of 85.5% and a specificity of 66.7% for MCI. CONCLUSION: MCI is frequent albeit overlooked in elderly medical inpatients without previously known cognitive deficits. In view of therapies preventing the progression of MCI to dementia, MCI screening will be crucial. The MMSE represents a promising screening tool for MCI in medical inpatients.

BrainCheck - a very brief tool to detect incipient cognitive decline: optimized case-finding combining patient- and informant-based data.

INTRODUCTION Optimal identification of subtle cognitive impairment in the primary care setting requires a very brief tool combining (a) patients' subjective impairments, (b) cognitive testing, and (c) information from informants. The present study developed a new, very quick and easily administered case-finding tool combining these assessments ('BrainCheck') and tested the feasibility and validity of this instrument in two independent studies. METHODS We developed a case-finding tool comprised of patient-directed (a) questions about memory and depression and (b) clock drawing, and (c) the informant-directed 7-item version of the Informant Questionnaire on Cognitive Decline in the Elderly (IQCODE). Feasibility study: 52 general practitioners rated the feasibility and acceptance of the patient-directed tool. Validation study: An independent group of 288 Memory Clinic patients (mean ± SD age = 76.6 ± 7.9, education = 12.0 ± 2.6; 53.8% female) with diagnoses of mild cognitive impairment (n = 80), probable Alzheimer's disease (n = 185), or major depression (n = 23) and 126 demographically matched, cognitively healthy volunteer participants (age = 75.2 ± 8.8, education = 12.5 ± 2.7; 40% female) partook. All patient and healthy control participants were administered the patient-directed tool, and informants of 113 patient and 70 healthy control participants completed the very short IQCODE. RESULTS Feasibility study: General practitioners rated the patient-directed tool as highly feasible and acceptable. Validation study: A Classification and Regression Tree analysis generated an algorithm to categorize patient-directed data which resulted in a correct classification rate (CCR) of 81.2% (sensitivity = 83.0%, specificity = 79.4%). Critically, the CCR of the combined patient- and informant-directed instruments (BrainCheck) reached nearly 90% (that is 89.4%; sensitivity = 97.4%, specificity = 81.6%). CONCLUSION A new and very brief instrument for general practitioners, 'BrainCheck', combined three sources of information deemed critical for effective case-finding (that is, patients' subject impairments, cognitive testing, informant information) and resulted in a nearly 90% CCR. Thus, it provides a very efficient and valid tool to aid general practitioners in deciding whether patients with suspected cognitive impairments should be further evaluated or not ('watchful waiting').

Granular computing as a tool of human data interaction - a cognitive cities use case

The article proposes granular computing as a theoretical, formal and methodological basis for the newly emerging research field of human–data interaction (HDI). We argue that the ability to represent and reason with information granules is a prerequisite for data legibility. As such, it allows for extending the research agenda of HDI to encompass the topic of collective intelligence amplification, which is seen as an opportunity of today’s increasingly pervasive computing environments. As an example of collective intelligence amplification in HDI, we introduce a collaborative urban planning use case in a cognitive city environment and show how an iterative process of user input and human-oriented automated data processing can support collective decision making. As a basis for automated human-oriented data processing, we use the spatial granular calculus of granular geometry.

Combining qualitative and quantitative methods to analyze serious games outcomes: A pilot study for a new cognitive screening tool

Computer games for a serious purpose - so called serious games can provide additional information for the screening and diagnosis of cognitive impairment. Moreover, they have the advantage of being an ecological tool by involving daily living tasks. However, there is a need for better comprehensive designs regarding the acceptance of this technology, as the target population is older adults that are not used to interact with novel technologies. Moreover given the complexity of the diagnosis and the need for precise assessment, an evaluation of the best approach to analyze the performance data is required. The present study examines the usability of a new screening tool and proposes several new outlines for data analysis.

A graphical tool for designing interactive video cognitive rehabilitation therapies

Acquired Brain Injury (ABI) has become one of the most common causes of neurological disability in developed countries. Cognitive disorders result in a loss of independence and therefore patients? quality of life. Cognitive rehabilitation aims to promote patients? skills to achieve their highest degree of personal autonomy. New technologies such as interactive video, whereby real situations of daily living are reproduced within a controlled virtual environment, enable the design of personalized therapies with a high level of generalization and a great ecological validity. This paper presents a graphical tool that allows neuropsychologists to design, modify, and configure interactive video therapeutic activities, through the combination of graphic and natural language. The tool has been validated creating several Activities of Daily Living and a preliminary usability evaluation has been performed showing a good clinical acceptance in the definition of complex interactive video therapies for cognitive rehabilitation.