Domenico Masciotra
Biographic Data
| ID | 765923 |
|---|---|
| NAME | Domenico Masciotra |
| GIVEN NAMES | Domenico |
| FAMILY NAME | Masciotra |
| SIGNATURE | MASCIOTRA D |
| AFFILIATIONS | ChercheurUniversité du Québec à Montréal |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2009 |
| H-INDEX | 3 |
Développer un agir compétent
Énaction. Apprendre et enseigner en situation
Contribution critique au développement des programmes d’études
Se basant sur l’appui méthodologique offert aux concepteurs de programmes d’études et sur plusieurs analyses récentes, les auteurs examinent les difficultés liées à l’utilisation du concept de compétences. Ils les analysent et proposent un recadrage théorique d’une logique de compétences pour les programmes d’études. Montrant l’insuffisance théorique du concept de compétence et soulignant la rareté des recherches relatives à ce concept, les auteu…
"From Thing to Sign and "Natural Object
This study was designed to find out what scientists and science students actually do when they are reading familiar and unfamiliar graphs. This study provides rich details of the subtle changes in the ontologies (ensemble of elements perceptually available) of scientists and science students as they engage in the reading tasks assigned to them. In the course of the readers’ interpretation work, initially unspecified marks on paper (“ its ”) are t…
Spielraum and Teaching
In recent years, reflection-in-action has been a major concept for taking account of the craft and practical aspects of teaching. Yet in the everyday teaching praxis, reflection is largely absent. In this paper, we argue that this absence is due to the fact that reflection requires objects of thought that have to be constructed. Both the construction and manipulation of these objects requires “time out” from acting in real time. Taking time out i…
Becoming-in-the-classroom
Spielraum and Teaching
In recent years, reflection-in-action has been a major concept for taking account of the craft and practical aspects of teaching. Yet in the everyday teaching praxis, reflection is largely absent. In this paper, we argue that this absence is due to the fact that reflection requires objects of thought that have to be constructed. Both the construction and manipulation of these objects requires “time out” from acting in real time. Taking time out i…
Becoming-in-the-classroom
Contribution critique au développement des programmes d’études
Se basant sur l’appui méthodologique offert aux concepteurs de programmes d’études et sur plusieurs analyses récentes, les auteurs examinent les difficultés liées à l’utilisation du concept de compétences. Ils les analysent et proposent un recadrage théorique d’une logique de compétences pour les programmes d’études. Montrant l’insuffisance théorique du concept de compétence et soulignant la rareté des recherches relatives à ce concept, les auteu…
"From Thing to Sign and "Natural Object
This study was designed to find out what scientists and science students actually do when they are reading familiar and unfamiliar graphs. This study provides rich details of the subtle changes in the ontologies (ensemble of elements perceptually available) of scientists and science students as they engage in the reading tasks assigned to them. In the course of the readers’ interpretation work, initially unspecified marks on paper (“ its ”) are t…
Becoming-in-the-classroom
Spielraum and Teaching
In recent years, reflection-in-action has been a major concept for taking account of the craft and practical aspects of teaching. Yet in the everyday teaching praxis, reflection is largely absent. In this paper, we argue that this absence is due to the fact that reflection requires objects of thought that have to be constructed. Both the construction and manipulation of these objects requires “time out” from acting in real time. Taking time out i…
"From Thing to Sign and "Natural Object
This study was designed to find out what scientists and science students actually do when they are reading familiar and unfamiliar graphs. This study provides rich details of the subtle changes in the ontologies (ensemble of elements perceptually available) of scientists and science students as they engage in the reading tasks assigned to them. In the course of the readers’ interpretation work, initially unspecified marks on paper (“ its ”) are t…
Contribution critique au développement des programmes d’études
Se basant sur l’appui méthodologique offert aux concepteurs de programmes d’études et sur plusieurs analyses récentes, les auteurs examinent les difficultés liées à l’utilisation du concept de compétences. Ils les analysent et proposent un recadrage théorique d’une logique de compétences pour les programmes d’études. Montrant l’insuffisance théorique du concept de compétence et soulignant la rareté des recherches relatives à ce concept, les auteu…
Énaction. Apprendre et enseigner en situation
Développer un agir compétent
Computer Science (4 works) · Psychology (4 works) · Education, sociology, and vocational training (3 works) · Epistemology (3 works) · Philosophy (3 works) · Philosophy (3 works) · Sociology (3 works) · Action (physics (2 works) · Art (2 works) · Mathematics (2 works)