This article is grounded in social constructivist perspectives of learning: its purpose is to provide an overview of the ‘ Interactions Sociales et Acquisition’ (ISA) [Social Interactions and Acquisition] French group’s research that examines how a peer-assisted learning (PAL) group context facilitates students’ acquisition of motor and social skills in physical education (PE). Issues addressed include the pairing of students in dyads and how training them to endorse tutor and tutee roles facilitates students to work in small groups. The effects of peer interaction on social relations and the inclusion of students with special needs are also overviewed. Findings regarding the influence of student interactions on learning were derived using a variety of data collection methodologies, including quantitative data used to test the effectiveness of various interactive procedures and qualitative analyses of verbal protocols to better understand the interactive dynamics involved in such learning devices. The ISA work highlights the complementary value of both of these methodological approaches for studying group work effects. ISA findings suggest that PE teachers prepare students for functional interaction group work by taking into consideration the students’ characteristics (like gender or desire for control) in the constitution of dyads and then effectively training the tutors to deliver the expected content. Cooperative learning (CL) contexts also provided a viable alternative for facilitating the inclusion of students with disabilities or those with lower initial skill levels.
Spatial and temporal variations of Na, Mg, were monitored through 37 sampling stations to determine the main aspects influencing the surface-water quality in the Salí River watershed (Tucumán Province, NW Argentina). The influence of the regional geological setting on water chemistry allows to distinguish three subbasins. The interaction with sedimentary rocks was found to be dominant in the northern and centraleastern sub-basin as well as in the southern subbasin, whereas the metamorphic-granitic basement of the Pampean Ranges was noted in the central subbasin. In addition, anthropogenic activities affect the spatial variation of K, P, Mn, Rb, and Pb as well as dissolved oxygen concentrations and Eh. Temporal water-quality variation is related to the spatial distribution of precipitation and to the seasonal character of the main local industries (sugar cane, alcohol, citrus), increasing P and K concentrations and decreasing dissolved oxygen concentration and Eh in winter. Cl -, Na, SO 4 2-, Al, As, B, Fe, Mn, Se and U concentrations exceed the regulated drinkingwater thresholds at several sampling stations.
Économie, géographie, politique, droit, sociologie Vol. 8, n°1 | Avril 2017Modalités de qualification et de gestion des ressources naturelles (2/2)
Cet article aborde la question de l’inclusion en classe ordinaire d’EPS, grâce au dispositif ULIS, d’ élèves présentant un handicap cognitif. Il interroge les moyens dont dispose l ’enseignant afin d’affiner son intervention pédagogique et de favoriser la réussite de l’inclusion. Le champ principal d’investigation s’inscrit dans la perspective socioconstructiviste des théories de l’apprentissage en interaction sociale. Au travers d’une étude de cas, cet article rend compte d’une mise en œuvre de tutorat entre pairs, en gymnastique, pour deux élèves provenant du dispositif ULIS. Il examine les conséquences de la structuration de la procédure de tutorat par l’enseignant et de la formation dispensée aux élèves tuteurs afin de contribuer à la réussite de l’inclusion. Les conséquences de cette mise en œuvre sont considérées dans l’atteinte de bénéfices moteurs et sociaux pour ces élèves. Les effets de la formation des élèves tuteurs sont ciblés sur leur qualité d’étayage et sur la performance, le sentiment d’efficacité personnelle (SEP) et l’acceptation sociale de leurs pairs handicapés. Le dessein est, ainsi, de contribuer à l’enrichissement de la démarche pédagogique des enseignants en charge de ces classes.
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