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Source or target first? Comparison of two post-editing strategies with translation students
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In: https://hal.archives-ouvertes.fr/hal-03546151 ; 2022 (2022)
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A shared cabin in the woods: The presence and presents of writing in residential academic writing retreats
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The Complex, Dynamic and Co-adaptive Relationship between Pronunciation Teachers’ Cognitions, Pedagogical Practices and Wider Contexts: A Case from Vietnamese Tertiary Education
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What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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Understanding the Learning Experiences of Highly Educated refugees from Iraq and Syria en route to Economic Integration in Luxembourg
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Speech and Debate Educators’ Perceptions About the Programs in Primary School
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Exploring the Learning Experiences of Study Abroad Participants
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Energy Conservation Theory for Second Language Acquisition (Ect-l2a): A Partial Validation of Kinetic Energy– Aptitude and Motivation
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Teachers’ Transition From Teacher-Centered to Learner-Centered Classrooms Using the Next Generation Science Standards as a Tool
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Professional Testimony: Construction and Analysis of a “Graphic Object” in a Physics Class in a 12th Grade Science Major
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In: Objects to Learn About and Objects for Learning 1 ; https://hal.archives-ouvertes.fr/hal-03589558 ; Joël Bisault, Roselyne Le Bourgeois, Jean-François Thémines, Mickaël Le Mentec, Céline Chauvet-Chanoine. Objects to Learn About and Objects for Learning 1, Wiley, 2022, Online ISBN: 9781119902171 Print ISBN: 9781786306715. ⟨10.1002/9781119902171.ch5⟩ (2022)
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Abstract:
International audience ; Implementing old physics syllabuses in a 12th grade science major in 2012 introduced elements of knowledge derived from the theory of special relativity. This chapter focuses on part of the second pilot sequence preparatory to engineering. A “graphic object” was built by the pupils step by step in order to more easily appropriate the notions of special relativity. The chapter analyzes transcripts of the pupils' work, revealing current teaching practice. Macro-didactic and micro-didactic hypotheses were established during the design of the sequence within the framework of didactic engineering. The teaching sequence was for the most part transcribed and the content analyzed by breaking down the corpus into elements of meaning by sentence unit. An analysis grid was designed to perform the a posteriori analysis of discussion between the teacher and the pupils. It took into account the achievements, the blockages and the various inputs of the teacher and also the registers implemented during the discussion.
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Keyword:
12th grade science; [PHYS.PHYS.PHYS-ED-PH]Physics [physics]/Physics [physics]/Physics Education [physics.ed-ph]; [PHYS]Physics [physics]; didactic engineering; graphic object; old physics syllabuses; posteriori analysis; pupils' work; second pilot sequence preparatory; teaching practice; teaching sequence
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URL: https://doi.org/10.1002/9781119902171.ch5 https://hal.archives-ouvertes.fr/hal-03589558
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Implicit Instruction of Direct and Indirect Object Pronouns in Spanish through Technology-Mediated Task-Based Language Teaching
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Thirty Years of Machine Translation in Language Teaching and Learning: A Review of the Literature
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In: L2 Journal, vol 14, iss 1 (2022)
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A “Hands-On” Approach to Raise Awareness of Technologies: A Pilot Class and its Lessons
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In: L2 Journal, vol 14, iss 1 (2022)
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Current Practices in Translation and L2 Learning in Higher Education: Lessons Learned
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In: L2 Journal, vol 14, iss 2 (2022)
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Lessons from a distanced stage: embedding a Zoom-mediated drama workshop in a language classroom
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In: L2 Journal, vol 14, iss 3 (2022)
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A Comparative Study of Mathematics Classroom Practices in Chile, Colombia, and Mexico
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The use of online translators by students not enrolled in a professional translation program: beyond copying and pasting for a professional use
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In: EAMT2022 (European Association for Machine Translation) ; https://hal.archives-ouvertes.fr/hal-03656029 ; EAMT2022 (European Association for Machine Translation), Jun 2022, Ghent, Belgium ; https://eamt2022.com/ (2022)
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