Le numérique comme voie de valorisation du contenu

C'est un fait, l'accès à l'information et la présentation de celle-ci ont changé. Il est plus que temps d'adapter nos pratiques d'enseignement en intégrant le numérique. Durant cet atelier, nous vous proposons de partager nos pratiques au travers des productions numériques/TICE de nos étudiants futurs instituteurs primaires et d'en discuter tant l'intérêt que la faisabilité. Notre volonté est d'intégrer les technologies numériques au service de notre discipline, la biologie. Nous considérons qu'à travers les outils numériques, il est possible d'acquérir un savoir et de travailler des savoir-faire. L'enjeu est donc de proposer aux apprenants une tâche concrète qui permet l'articulation entre le contenu et l'outil pour en retirer une plus-value pédagogique. Plus concrètement, dans le cadre du cours dispensé aux étudiants de Normale primaire, il leur est demandé de concevoir des outils TICE (capsule vidéo, site internet ou présentation interactive de type powerpoint) pour traiter d'une question précise et relative à la fonction de nutrition. A travers cette démarche, les étudiants sont amenés à (1) maîtriser le contenu disciplinaire, (2) discerner les informations relatives à leur sujet et (3) développer une démarche permettant la découverte de ce dernier par leurs élèves. Parallèlement, du point de vue technologique, les étudiants doivent apprivoiser, concevoir et concrétiser l'outil tout en gardant à l'esprit que celui-ci doit être exploitable en classe et apporter une alternative didactique

Développer et renforcer les connaissances des enseignants d'éducation physique et sportive pour les aider à différencier leurs enseignements

Enseigner l’éducation physique et sportive, et plus particulièrement prendre en compte les différences entre les élèves, est une tâche complexe qui requiert une compréhension riche du contenu à enseigner aux élèves. Même s’il existe de nombreux leviers de différenciation (e.g., approches pédagogiques, interactions enseignants-élèves), nous voulons dans le cadre de cet article mettre en lumière l’importance des connaissances des enseignants sur les contenus à enseigner. En référence au cadre théorique développé par Shulman (1999 ; 2007), cet article explique quelles sont les connaissances mobilisées par les enseignants pour enseigner. En définissant et distinguant la connaissance du contenu générale (CCG) et la connaissance du contenu spécialisée (CCS), l’article entend démontrer l’impact d’un renforcement de la CCS des enseignants sur leur capacité à différencier leur enseignement, afin de faire progresser les élèves quel que soit leurs différences

Tablet use in schools: A critical review of the evidence for learning outcomes

The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The Systematic Review methodology was used and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail (16 reporting positive learning outcomes, 5 no difference and 2 negative learning outcomes). Explanations underlying these observations were analysed, and factors contributing to successful uses of tablets are discussed. While we hypothesise how tablets can viably support children in completing a variety of learning tasks (across a range of contexts and academic subjects), the fragmented nature of the current knowledge base, and the scarcity of rigorous studies, make it difficult to draw firm conclusions. The generalisability of evidence is limited and detailed explanations as to how, or why, using tablets within certain activities can improve learning remain elusive. We recommend that future research moves beyond exploration towards systematic and in-depth investigations building on the existing findings documented here.We gratefully acknowledge a donation from ARM Holdings Ltd. that partially supported this literature review.This is the author accepted manuscript. The final version is available from Wiley via http://dx.doi.org/10.1111/jcal.1212

A fixed agreement—consequences of brood size manipulation on alternation in blue tits

Recent studies have proposed that conditional cooperation may resolve sexual conflict over the amount of care provided by each parent. Such conditional cooperation may allow parents to equalize their investment by alternating their provisioning visits. This alternated pattern of male and female visits, that is, alternation, is thought to stimulate each other’s investment leading to higher levels of provisioning and potential benefits for offspring development. However, experimental studies testing the role of alternation as an adaptive parental strategy to negotiate the level of investment are still absent. Therefore, we manipulated blue tit (Cyanistes caeruleus) parents by temporarily changing their brood sizes to induce changes in demand and thus visit rates. Parents were expected to visit more—assuming that prey sizes were constant—and alternate at higher levels when confronted with an enlarged brood given the greater potential for sexual conflict. In contrast, in reduced broods visit rates and alternation may become lower due to the smaller investment that is needed for reduced broods. We show that the level of alternation did not differ in response to the manipulated brood sizes, despite a directional change in visit rates for enlarged and reduced broods as expected. Nestlings did not benefit from high levels of alternation as no effects on nestling mass gain were present in either of the different manipulations. These findings indicate that alternation does not serve as a mechanism to motivate each other to feed at higher rates. Parents hence appeared to be inflexible in their level of alternation. We therefore suggest that the level of alternation might reflect a fixed agreement about the relative investment by each of the caring parents

Construire une relation privilégiée entre les apprentissages et l'activité physique

L’activité physique et les apprentissages sont deux éléments importants renvoyant aux objectifs de l’éducation physique. Cet article a pour but de suggérer des lignes directrices pour les enseignants d’éducation physique afin qu’ils proposent des leçons permettant d’atteindre des niveaux élevés d’activité physique tout en maintenant une qualité d’instruction compatible avec les apprentissages des élèves. Ces lignes directrices seront centrées sur les contenus d’enseignement pour savoir comment est géré l’enseignement de ces contenus et quelle est la logique de développement de ces contenus au fil des leçons

Size matters but hunger prevails—begging and provisioning rules in blue tit families

It is commonly observed in many bird species that dependent offspring vigorously solicit for food transfers provided by their parents. However, the likelihood of receiving food does not only depend on the parental response, but also on the degree of sibling competition, at least in species where parents raise several offspring simultaneously. To date, little is known about whether and how individual offspring adjusts its begging strategy according to the entwined effects of need, state and competitive ability of itself and its siblings. We here manipulated the hunger levels of either the two heaviest or the two lightest blue tit (Cyanistes caeruleus) nestlings in a short-term food deprivation experiment. Our results showed that the lightest nestlings consistently begged more than the heaviest nestlings, an effect that was overruled by the tremendous increase in begging behaviour after food deprivation. Meanwhile, the amplified begging signals after food deprivation were the only cue for providing parents in their decision process. Furthermore, we observed flexible but state-independent begging behaviour in response to changes in sibling need. As opposed to our expectations, nestlings consistently increased their begging behaviour when confronted with food deprived siblings. Overall, our study highlights that individual begging primarily aims at increasing direct benefits, but nevertheless reflects the complexity of a young birds’ family life, in addition to aspects of intrinsic need and state

Connecter les leçons d'éducation physique avec les activités lors des cours de récréation pour augmenter l'activité physique des élèves

L’organisation mondiale de la santé recommande d’atteindre au moins 60 minutes d’activité physique modérée à vigoureuse par jour pour les élèves âgés de 5 à 17 ans. Cependant, de nombreuses études montrent que cet objectif n’est pas atteint. Cet article présente une voie prometteuse pour soutenir l’activité physique des élèves du primaire, en connectant les leçons d’éducation physique avec les activités vécues lors des cours de récréation. Des recommandations concrètes sont également présentées pour aider les enseignants d’éducation physique

Do Queens of Bumblebee Species Differ In Their Choice Of Flower Colour Morphs Of Corydalis Cava (Fumariaceae)?

International audienceAbstractBumblebee queens require a continuous supply of flowering food plants from early spring for the successful development of annual colonies. Early in spring, Corydalis cava provides essential nectar and pollen resources and a choice of flower colour. In this paper, we examine flower colour choice (purple or white) in C. cava and verify the hypothesis that bumblebee queens differ in their choice of flower colour. A total of 10,615 observations of flower visits were made in spring 2011 and spring 2014 near Poznań, western Poland. Our results suggest that Bombus lucorum/cryptarum used purple flowers less, while Bombus terrestris used purple flowers more and Bombus hortorum showed no preference. Therefore, the colour morphs of C. cava are probably co-evolutionary adaptations to the development of another part of the insect community which has different colour preferences

The Effect of Physical Education Content on Children’s Activity during Recess based on Skill Level

The purpose of this study was to investigate voluntary participation of lower-, average, and higher skilled children during parkour recess and MVPA in physical education, parkour recess and regular recess. In total 147 (55 girls, 92 boys) elementary children from seven schools participated. During (i.e., generalization) and after (i.e., maintenance) a 10-lesson parkour unit was taught, five parkour recess sessions were organized. Systematic observation was used to assess children’s physical activity levels. Average skilled children participated more (74%) in parkour recess compared to higher skilled children (55%; p=.002). No differences were found for MVPA between lower-, average -and higher skilled children in any of the settings. Regardless of skill level, children voluntarily participated in parkour recess with MVPA levels 15-20% higher compared to regular recess. These findings are especially important for lower-skilled children, who are more at risk for lower participation in physical activities and adhering to physical activity guidelines