Laboratoire de Didactique André Revuz

Issu de plusieurs années d’examen clinique et théorique, ce livre étudie la façon dont l’enfant distingue le monde extérieur d’un monde interne ou subjectif et la coupure qu’il établit entre le moi et la réalité subjective. « Quelles sont les représentations du monde que se donnent spontanément les enfants au cours de leur développement intellectuel ? Quels sont les plans de réalité sur laquelle se meut cette pensée ? Autrement dit, l’enfant a-t-il comme nous la croyance à un monde réel et distingue-t-il cette croyance des diverses fictions de son jeu ou de son imagination ? »

This paper studies how people across the world perceive and understand climate change and climate policies, which factors determine their support for climate action, and what type of information shifts their policy views. We design and run new largescale surveys on more than 40,000 respondents in 20 countries, covering the major greenhouse gas emitters in developed and developing economies. We thus provide new, comprehensive, international microdata on people's perceptions, understanding, and policy views related to climate change, combined with detailed background information on their socioeconomic characteristics, energy use, and lifestyles. We show that, across countries, support for climate policies hinges on three key perceptions centered around the effectiveness of the policies in reducing emissions (effectiveness concerns), their distributional impacts on lower-income households (inequality concerns), and their impact on the respondents' household (self-interest). In the experimental part, we show randomly selected subsamples pedagogical videos on either the impacts of climate change in their country or how major climate policies work -their effectiveness in reducing emissions and their distributional implications. Explaining how policies work and who can benefit from them is critical to fostering policy support, whereas simply informing people about climate change's impacts is ineffective.

This literature review focuses on education policy implementation, its definition, processes and determinants. It aims to clarify what implementing policies involve in complex education systems to support policy work, building on the literature and country examples. An introduction delves into the reasons behind the need to update the concept of education policy implementation, which is defined as a purposeful and multidirectional change process aiming to put a specific policy into practice and which affects an education system on several levels.

Summary An indicator to evaluate the proportion of exogenous organic matter (EOM) remaining in soils over the long‐term after application has been developed. A database was constructed with analytical data corresponding to 83 EOMs, including sludges, composts, animal wastes, mulches, plant materials and fertilizers. The data included results of proximal analysis (soluble, SOL, hemicellulose‐, HEM, cellulose‐, CEL, and lignin‐like, LIC, fractions, in g kg −1 total organic matter) and of carbon (C) mineralization during long‐term incubations under laboratory conditions (in g kg −1 exogenous organic C, EOC). The potential residual organic C after EOM application to soil was assessed from the extrapolation of the incubation results. Then, partial least square regression was used to relate EOM characteristics to the proportion of potentially residual organic C previously determined from the incubations. The biochemical fractions of EOM were not predictive enough to develop the indicator. The proportion of organic C mineralized during 3 days of incubation (C 3d ) was cumulated and appeared to be the most predictive variable of residual organic C. The proposed indicator of residual organic carbon in soils (expressed as g EOC kg −1 ) was I ROC = 445 + 0.5 SOL – 0.2 CEL + 0.7 LIC – 2.3 C 3d . The indicator was calculated for the main types of EOM applied to soils. When compared with the few field data of residual C measured in long‐term field experiments, the values provided by the indicator seemed to be over‐estimated (i.e. EOC degradation could be faster under field conditions than during laboratory incubations).

Viennot Laurence. Le raisonnement spontané en dynamique élémentaire. In: Revue française de pédagogie, volume 45, 1978. Didactique des Sciences et Psychologie - Paris, 4-5-6-7 mai 1977. Table Ronde organisée avec le soutien du Centre National de la Recherche Scientifique et de la Maison des Sciences de l'Homme. pp. 16-24.

Governments and other stakeholders are increasingly interested in assessing the skills of their adult populations in order to monitor how well prepared they are for the challenges of the modern knowledge-based society. The current paper provides an overview of the conceptual framework guiding the development of the assessment of literacy in the OECD's Programme for the International Assessment of Adult Competencies (PIAAC). It builds upon earlier conceptions of literacy from the International Adult Literacy Survey (IALS) in the 1990s and the Adult Literacy and Life Skills Survey (ALL) in 2003 and 2006 to facilitate an appropriate assessment of the broad range of literacy skills required for the 21 st century. The framework broadens the definition of literacy to make it relevant to the information age, in particular, by including the skills of reading in digital environments.

Increasing the share of vocational secondary schooling has been a mainstay of development policy for decades, especially in formerly socialist countries. However, the transition to market economies led to significant restructuring of school systems and a decline in the number of vocational students. Exposing more students to a general curriculum could improve academic abilities. To test the hypothesis that delayed vocational streaming improves academic outcomes, this paper analyses Poland's significant improvement in international achievement tests and the restructuring of the education system, which expanded general schooling. Using propensity-score matching and difference-in-differences estimates, the authors show that delaying vocational education had a positive and significant impact on student performance on the order of one standard deviation.

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Summary In soils in general, the cation exchange capacity is an important factor in soil fertility because it determines both cation retention and selectivity, and in turn controls most of the other soil properties. The main goal of this paper was to estimate the cation exchange capacity (CEC) and the contribution of permanent charges and pH‐dependent charges and their respective importance in soil CEC as a function of pH, clay and organic matter content in soils. A multiple regression method was developed from 75 samples under different soil management practices. The permanent charge (∼ 140 mmol c kg −1 of clay) estimated by this approach was independent of the analytical method used, i.e. a French method (MF) and a Brazilian method (MB), and is consistent with the presence of 2:1 clay minerals. However, the pH‐dependent charges were closely related to the buffering capacity inherent in each protocol (MF protocol using NH 4 + , and MB using a SMP solution proposed earlier by other workers, both at pH 7). For the MF protocol, the proposed method appeared to be well adapted for reproducing soil component properties under different management conditions. In the soil samples studied, the contribution of organic carbon to negative charges ranged from 12.3 to 55.8% of effective CEC and from 14.1 to 59.2% of CEC at pH 7. However, the clay contribution, notably its permanent charges, can contribute to 31% and more of the CEC in the lower horizons of soil profiles. The proposed approach can accurately evaluate the effective and pH 7 CECs when the MF protocol is used but evaluation is less accurate with the MB protocol.

Investigating the transition between educational levels is one of the main themes for the future of mathematics education. In particular, the transition from secondary school to STEM degrees is problematic for the widespread students' difficulties and significant for the implications that it has on students' futures. Knowing and understanding the past is key to imagine the future of a research field. For this reason, this paper reports a systematic review of the literature on the secondary-tertiary transition in Mathematics Education from 2008 to 2021. We constructed two corpuses: one from the proceedings of three international conferences in mathematics education (PME, ICME, and INDRUM) and the other from peer reviewed research papers and book chapters returned by the databases ERIC and Google Scholar. A clear evolution in perspectives since 2008 emerges from the analysis of the two corpuses: the research focus changed from a purely cognitive to a more holistic one, including socio-cultural and - to a lesser extent - affective issues. To this end, a variety of research methods were used, and specific theoretical models were developed in the considered papers. The analysis also highlights a worrisome trend of underrepresentation: very little research comes from large geographical areas such as South America or Africa. We argue that this gap in representation is problematic as research on secondary tertiary transition concerns also consideration of socio-cultural and contextual factors.

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Este número especial de la Revista Latinoamericana de Investigación en Matemática Educativa (RELIME) es el resultado de distintos artículos elaborados para el tercer simposio Espacio de Trabajo Matemático (ETM), cuyo objeto de estudio es el desarrollo y los usos posibles de la noción de ETM en la didáctica de las matemáticas. El trabajo matemático y su funcionamiento en el marco escolar están a la base del enfoque de los ETM. En esta introducción se sintetiza el enfoque teórico, no como algo prescriptivo sino como una propuesta sugerente para enriquecer el estudio didáctico del trabajo matemático del alumnado y profesorado. Seguidamente, se describe la organización temática de las contribuciones.

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GeoCapabilities offers an approach for unlocking powerful disciplinary knowledge (PDK) for children. In phase three of the project, we are exploring how far GeoCapabilities ‘works’ for teachers serving communities in challenging socio-economic circumstances. We connect GeoCapabilities to social justice in education, theoretically. Then, using the topic of migration, we discuss initial empirical findings of how teachers understand PDK and their challenges for teaching PDK. Collaborative work between teachers and academics suggests that the social justice dimension of GeoCapabilities could be realised, with appropriate support for teachers. We conclude with a set of principles to inform the future work of GeoCapabilities.

Adequate nitrogen (N) fertilisation is an important component of sustainable management in agricultural systems because it reduces the environmental impacts of agriculture. However, taking into account the varied sources of soil N remains a challenge, and farmers require robust decision-making tools to manage increasingly diverse growing conditions. To address these issues, we present the AzoFert® decision support system for farmers and extension services. This tool is capable of providing N recommendations at the field scale for 40 main field crops. It is based on a full inorganic N balance sheet and integrates the dynamic modelling of N supply from soil and various organic sources. Because of the choice of formalisms and parameters and the structure and modularity of the computer design, the tool is easily adaptable to new crops and cropping systems. We illustrate the application of Azofert® through a range of N fertilisation experiments conducted on cereals, sugar beet and vegetables in France.

Abstract Background Investigations of evolution knowledge and acceptance and their relation are central to evolution education research. Ambiguous results in this field of study demonstrate a variety of measuring issues, for instance differently theorized constructs, or a lack of standardized methods, especially for cross-country comparisons. In particular, meaningful comparisons across European countries, with their varying cultural backgrounds and education systems, are rare, often include only few countries, and lack standardization. To address these deficits, we conducted a standardized European survey, on 9200 first-year university students in 26 European countries utilizing a validated, comprehensive questionnaire, the “Evolution Education Questionnaire”, to assess evolution acceptance and knowledge, as well as influencing factors on evolution acceptance. Results We found that, despite European countries’ different cultural backgrounds and education systems, European first-year university students generally accept evolution. At the same time, they lack substantial knowledge about it, even if they are enrolled in a biology-related study program. Additionally, we developed a multilevel-model that determines religious faith as the main influencing factor in accepting evolution. According to our model, knowledge about evolution and interest in biological topics also increase acceptance of evolution, but to a much lesser extent than religious faith. The effect of age and sex, as well as the country’s affiliation, students’ denomination, and whether or not a student is enrolled in a biology-related university program, is negligible. Conclusions Our findings indicate that, despite all their differences, most of the European education systems for upper secondary education lead to acceptance of evolution at least in university students. It appears that, at least in this sample, the differences in knowledge between countries reflect neither the extent to which school curricula cover evolutionary biology nor the percentage of biology-related students in the country samples. Future studies should investigate the role of different European school curricula, identify particularly problematic or underrepresented evolutionary concepts in biology education, and analyze the role of religious faith when teaching evolution.

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