Sur la dynamique des acquisitions à l'école élémentaire - article ; n°1 ; vol.79, pg 5-14

Alain Mingat

Description

Revue française de pédagogie - Année 1987 - Volume 79 - Numéro 1 - Pages 5-14
On the dynamics of learning in elementary schools. - The statistical results presented in this paper are based on data from a longitudinal survey of elementary school children in the Dijon area. They provide strong support for the hypothesis — which stresses the cumulative aspect of learning, predicting that better mastery of concepts and higher levels of initial learning are inputs which aid in further acquisition of learning — indicating that differences in learning in grade 1 that are attributable to pedagogical inputs exert a large and statistically significant effect on learning in grades 2 and 3.
10 pages
Source : Persée ; Ministère de la jeunesse, de l’éducation nationale et de la recherche, Direction de l’enseignement supérieur, Sous-direction des bibliothèques et de la documentation.

Informations

• Publié par: REVUE_FRANCAISE_DE_PEDAGOGIE
• Publié le: 01 janvier 1987
• Nombre de lectures: 12
• Langue: Français
• Poids de l'ouvrage: 1 Mo

Extrait

M. Alain Mingat

Sur la dynamique des acquisitions à l'école élémentaire

In: Revue française de pédagogie. Volume 79, 1987. pp. 5-14.

Résumé

On the dynamics of learning in elementary schools. - The statistical results presented in this paper are based on data from a

longitudinal survey of elementary school children in the Dijon area. They provide strong support for the hypothesis — which

stresses the cumulative aspect of learning, predicting that better mastery of concepts and higher levels of initial learning are

inputs which aid in further acquisition of learning — indicating that differences in learning in grade 1 that are attributable to

pedagogical inputs exert a large and statistically significant effect on learning in grades 2 and 3.

Citer ce document / Cite this document :

Mingat Alain. Sur la dynamique des acquisitions à l'école élémentaire. In: Revue française de pédagogie. Volume 79, 1987. pp.

5-14.

doi : 10.3406/rfp.1987.1476

http://www.persee.fr/web/revues/home/prescript/article/rfp_0556-7807_1987_num_79_1_1476