Texte remanié de : Mémoire : Philosophie : Université de Poitiers : 2001. / Bibliogr. p. [123]-[124]. Notes bibliogr.

Thèse de doctorat : Sciences de l'éducation : Paris 12 : 2007. / Thèse uniquement consultable au sein de l'Université Paris 12 (Intranet). Titre provenant de l'écran-titre. Bibliogr. : 157 réf.

Reproduction de : Thèse de doctorat : Sciences de l'éducation : Lyon 2 : 2005. / Titre provenant de l'écran-titre. Bibliogr.

This study will look into to the concepts of Peripersonal Space, The Body Schema and The Body Image. It examines how the terms are typically used and describes the various views about the concepts found in the literature, as well as the contradictions between these views. In the section “The Difficulty to Differentiate the Concepts” the reader gets a deeper understanding of which criteria researchers use to differentiate the concepts from one another. The fact that there are changes in kineamethic model and sensation in humans when they are using a rake is proposed as support for the idea that also the body schema is involved in tool use. In differentiating the Body schema – Body Image from each other (and other types of body representation) we come to the conclusion that positive definitions about different representations is needed and that researchers should unite their views what the definitions should be. We also mention a problem based on the possibility on infinite body representations and a solution by a Bayesian model is proposed that looks at the input as well as the output in experiments.

In this dissertation I develop a theory of moral judgment as a natural kind. Instead of analyzing the concept of moral judgment, I develop an empirically grounded theory of its underlying nature. In chapter one I argue that moral judgment is a hybrid state of moral belief and moral emotion. The view is supported by a dual systems model of moral cognition and accounts for the internal but defeasible relationship between moral judgment and motivation. In chapter two I argue that in moral judgment moral norms are conceptualized as social, serious, general, authority-independent and objective. The view is supported by empirical research on the moral/conventional distinction and yields an empirical explanation of the possibility of genuine moral agreement and disagreement. In chapter three I explore whether psychopaths have the capacity for moral judgment, and thus whether they are real life "amoralists," individuals who make moral judgments but lack moral motivation. I argue that psychopaths have an impaired capacity for moral judgment and that prominent internalist accounts of moral judgment have difficulty accounting for psychopaths' peculiar combination of deficits.

published_or_final_version / Education / Master / Master of Education

We live in a time of globalization. People and events of one country often impact other countries. The term “globalization” became one of the main characteristics of today‟s world. Countries perceive themselves not only as separate nations but also as parts of the global world. On other hand, new product development field is a complex process that is vital for companies‟ growth and success. Today, in terms of globalization, success of the product can be judged by its performance on the global market. Reduction of trade barriers and duty, development of new technologies and communication channels and other factors cause a trend towards development of the global market. In such conditions, a challenging task of new product development becomes even more challenging. It transforms into a new process that aims to take advantages of global opportunities and increase efficiency and effectiveness of new products.The new product development theory is quite a researched field. Numerous studies were conducted in the field of global strategies as well. These two concepts, however, were always investigated separately and just little research has been conducted about the joint topic. There are no studies that analyze the new product development process in global companies. Brentani, Kleinschmidt and Salomo (2010) argue though that global company strategy, corporate global culture and global innovation strategy affects the new product development process that is conducted by global companies. Thus we can find a research gap in contemporary literature that studies the global development process in global companies. Thereby the purpose of the current research is to investigate and integrate diverse knowledge about this process and global company strategy. It contributes to the contemporary knowledge about the new product development process by adding global perspective to this concept. Moreover, the current study can provide a framework for companies that can be considered during the process of development of new products for the global market.Our research, therefore, aims to answer the research question: How is the new product development (NPD) process run in global companies: what are the differences with the traditional NPD model and by whom and how is this process managed?By conduction of qualitative interviews and content analysis of gathered data, the new product development process was investigated in three global companies. Further, relevant theories about new product development and global company strategy and gathered data were analyzed together. Based on this comprehensive analysis a new improved model was suggested for the new product development process in global companies. Besides this, managerial issues of this process were investigated as well and some propositions were developed.

The study reported in this dissertation compares the learning effectiveness of two experimental methods that can be used in the teaching of kinematics to Grade 11 learners in Physical Science. The first method is the conventional ticker-timer experiment, while the second utilises high-technology microcomputer-based equipment. The purpose is to make recommendations for improved teaching of basic kinematics concepts and graphs, which learners have difficulties with (Halloun & Hestenes, 1985; McDermott et al., 1987). A group of 48 Grade 11 learners from Thuto-Boswa Secondary School, Ventersdorp, were used in the empirical research. They were divided into two groups of comparable abilities. Group A used the conventional apparatus and group B the microcomputerbased apparatus. The results of the pre- and post-tests were analysed statistically to compare the learning effectiveness of the two methods in terms of the outcomes reached, the gains obtained as well as d-values. Three months after the experiments were conducted the learners were tested again to determine the long-term effect of the methods. Both groups obtained a gain of approximately 0,2 in the pre- versus post-test analysis. The literature (e.g. Thornton, 1998) reveals larger gains with microcomputer-based experiments. Three possible reasons that could contribute to this discrepancy were investigated, namely the learners' acquaintance with the microcomputer, the educator's experience with the apparatus as well as the learners' cultural background and language. All three these factors were found to have a detrimental effect on the learning effectiveness, especially with the microcomputer-based method. Recommendations are made in connection with the teaching of basic kinematics concepts and graphs to Grade 11 learners in South African secondary schools. In addition, it is emphasised that educators should be adequately computer literate before expensive high-technology equipment is purchased for classroom use. It is also pointed out that the implementation of the computer as teaching aid can be a first step to improve computer literacy of disadvantaged learners in our schools. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.

In recent times the need for educational research dedicated to engineering education has been recognised. This PhD project is a contribution to the development of engineering education scholarship and the growing body of engineering education research. In this project it was recognised that problem solving is a central activity to engineering. However, it was also recognised that the conditions for doing engineering are changing, especially in light of pressing issues of poverty and environmental sustainability that humanity currently faces, and as a consequence, engineering education needs to emphasise problem definition to a greater extent. One mechanism for achieving this, which has been adopted by some engineering educators in recent years, is through courses that explicitly relate engineering to social justice. However, creating this relationship requires critical interdisciplinary thinking that is alien to most engineering students. In this dissertation it is suggested that for engineering students, and more generally, engineers, looking at their practice and profession through a social justice lens might be seen as a threshold that needs to be crossed. By studying the variation present among students in three different courses at three different North American universities, the intention was to understand how students approach and internalise social justice as a perspective on engineering and/or develop their abilities to think critically. A conceptual model to frame the study was developed by combining elements of threshold concept theory and the educational research methodology, phenomenographic variation theory. All three of the courses studied operated on a similar basic pedagogical model, however, the courses were framed differently, with social justice in the foreground or in the background with the focus on, in one case, ethics and in the other, sustainability. All courses studied appeared to be successful in encouraging engineering students to engage in critical thinking and a similar general trend in the development of students’ conceptions of social justice was observed in each of the three courses. However, it does appear that if one is interested in developing an articulated understanding of social justice, with respect to engineering, that an explicit focus on social justice is preferable. / Thesis (Ph.D, Chemical Engineering) -- Queen's University, 2010-04-07 13:12:29.207

RÉSUMÉ L’approche d’apprentissage par problèmes (APP) a vu le jour, dans sa forme contemporaine, à la Faculté de médecine de l’Université MacMaster en Ontario (Canada) à la fin des années 1960. Très rapidement cette nouvelle approche pédagogique active, centrée sur l’étudiant et basée sur les problèmes biomédicaux, va être adoptée par de nombreuses facultés de médecine de par le monde et gagner d’autres disciplines. Cependant, malgré ce succès apparent, l’APP est aussi une approche controversée, notamment en éducation médicale, où elle a été accusée de favoriser un apprentissage superficiel. Par ailleurs, les étudiants formés par cette approche réussiraient moins bien que les autres aux tests évaluant l’acquisition des concepts scientifiques de base, et il n’a jamais été prouvé que les médecins formés par l’APP seraient meilleurs que les autres. Pour mieux comprendre ces résultats, la présente recherche a voulu explorer l’apprentissage de ces concepts scientifiques, en tant que processus de construction, chez des étudiants formés par l’APP, à la Faculté de médecine de l’Université de Montréal, en nous appuyant sur le cadre théorique socioconstructivisme de Vygotski. Pour cet auteur, la formation des concepts est un processus complexe de construction de sens, en plusieurs étapes, qui ne peut se concevoir que dans le cadre d’une résolution de problèmes. Nous avons réalisé une étude de cas, multicas, intrasite, les cas étant deux groupes de neuf étudiants en médecine avec leur tuteur, que nous avons suivi pendant une session complète de la mi-novembre à la mi-décembre 2007. Deux grands objectifs étaient poursuivis: premièrement, fournir des analyses détaillées et des matériaux réflectifs et théoriques susceptibles de rendre compte du phénomène de construction des concepts scientifiques de base par des étudiants en médecine dans le contexte de l’APP. Deuxièmement, explorer, les approches de travail personnel des étudiants, lors de la phase de travail individuel, afin de répondre à la question de recherche suivante : Comment la dynamique pédagogique de l’APP en médecine permet-elle de rendre compte de l’apprentissage des concepts scientifiques de base? Il s’agissait d’une étude qualitative et les données ont été recueillies par différents moyens : observation non participante et enregistrement vidéo des tutoriaux d’APP, interview semi-structuré des étudiants, discussion avec les tuteurs et consultation de leurs manuels, puis traitées par diverses opérations: transcription des enregistrements, regroupement, classification. L’analyse a porté sur des collections de verbatim issus des transcriptions, sur le suivi de la construction des concepts à travers le temps et les sessions, sur le role du tuteur pour aider au développement de ces concepts Les analyses suggèrent que l’approche d’APP est, en général, bien accueillie, et les débats sont soutenus, avec en moyenne entre trois et quatre échanges par minute. Par rapport au premier objectif, nous avons effectivement fourni des explications détaillées sur la dynamique de construction des concepts qui s'étend lors des trois phases de l'APP, à savoir la phase aller, la phase de recherche individuelle et la phase retour. Pour chaque cas étudié, nous avons mis en évidence les représentations conceptuelles initiales à la phase aller, co-constructions des étudiants, sous la guidance du tuteur et nous avons suivi la transformation de ces concepts spontanés naïfs, lors des discussions de la phase retour. Le choix du cadre théorique socio constructiviste de Vygotski nous a permis de réfléchir sur le rôle de médiation joué par les composantes du système interactif de l'APP, que nous avons considéré comme une zone proximale de développement (ZPD) au sens élargi, qui sont le problème, le tuteur, l'étudiant et ses pairs, les ressources, notamment l'artefact graphique carte conceptuelle utilisée de façon intensive lors des tutoriaux aller et retour, pour arriver à la construction des concepts scientifiques. Notre recherche a montré qu'en revenant de leurs recherches, les étudiants avaient trois genres de représentations conceptuelles: des concepts corrects, des concepts incomplets et des concepts erronés. Il faut donc que les concepts scientifiques théoriques soient à leur tour confrontés au problème concret, dans l'interaction sociale pour une validation des attributs qui les caractérisent. Dans cette interaction, le tuteur joue un rôle clé complexe de facilitateur, de médiateur, essentiellement par le langage. L'analyse thématique de ses interventions a permis d'en distinguer cinq types: la gestion du groupe, l'argumentation, les questions de différents types, le modelling et les conclusions. Nous avons montré le lien entre les questions du tuteur et le type de réponses des étudiants, pour recommander un meilleur équilibre entre les différents types de questions. Les étudiants, également par les échanges verbaux, mais aussi par la construction collective des cartes conceptuelles initiales et définitives, participent à une co-construction de ces concepts. L'analyse de leurs interactions nous a permis de relever différentes fonctions du langage, pour souligner l'intérêt des interactions argumentatives, marqueurs d'un travail collaboratif en profondeur pour la co-construction des concepts Nous avons aussi montré l'intérêt des cartes conceptuelles non seulement pour visualiser les concepts, mais aussi en tant qu'artefact, outil de médiation psychique à double fonction communicative et sémiotique. Concernant le second objectif, l’exploration du travail personnel des étudiants, on constate que les étudiants de première année font un travail plus approfondi de recherche, et utilisent plus souvent des stratégies de lecture plus efficaces que leurs collègues de deuxième année. Ceux-ci se contentent, en général, des ouvrages de référence, font de simples lectures et s’appuient beaucoup sur les résumés faits par leurs prédécesseurs. Le recours aux ouvrages de référence essentiellement comme source d'information apporte une certaine pauvreté au débat à la phase retour avec peu d'échanges de type argumentatif, témoins d'un travail profond. Ainsi donc, par tout ce soutien qu'elle permet d'apporter aux étudiants pour la construction de leurs connaissances, pour le type d'apprentissage qu'elle offre, l’APP reste une approche unique, digne d’intérêt. Cependant, elle nécessite d'être améliorée par des interventions au niveau du tuteur et des étudiants. / ABSTRACT The Problem-based learning (PBL) approach was developed, in its contemporary form, at the Faculty of Medicine, of MacMaster University in Ontario (Canada) in the late 1960s. Very quickly, this new active pedagogical approach, student-centered and based on biomedical problems, will be adopted by many medical schools around the world and used also in other disciplines. Despite its apparent success, however, PBL is also a controversial approach, particularly in medical education, where it has been blamed for promoting superficial learning. Furthermore, it has been documented that students trained by this approach, tend to be less successful at tests assessing the acquisition of basic scientific concepts.To what degree doctors trained by PBL excel in their work as doctors, remains to be determined as well. To better understand these results, this study sought to explore further the construction of scientific concepts, in the context of PBL, at the Faculty of Medicine, of Université de Montréal. The study is grounded in Vygotsky’s sociocultural theory and its inherent treatment of concepts’ formation as a complex construction process of meaning. We conducted a case study, multiple cases in the same site, the cases being two groups of nine medical students with their tutor that we followed during a full session, from mid-November to mid-December 2007. Two major objectives guided the study: First, we sought to offer a detailed study of the process of meaning making and development of scientific concepts by medical students in the context of PBL. Second, we studied students’ individual work that followed initial tutor mediated discussion of the case, and preceded the return session. We tried to answer to the following research question: How do the dynamics of PBL in medicine support students’construction of scientific concepts? The study was qualitative in nature, and data were collected through various means: no participant observation, video recordings of PBL tutorial sessions, semi-structured interviews of students, discussion with tutors and the consultation of their manuals. Analysis entailed the verbatim transcriptions of the observed problem solving sessions and interviews, and in turn inductive data analysis of concept formation accross time and over session. Through the grouping and classification of data and study of evolution of concepts over time, insights could be gathered into students’development of scientific concepts and the tutor’s role in this construction. Analysis suggests that PBL approach is generally well received, and discussions are lively, with an average of three to four exchanges per minute. Considering the first goal, we offered detailed explanations of the dynamics of concepts’ building that extends in all three phases of the PBL, namely the initial phase, the individual student research phase and the return phase. For each case studied, we highlighted the initial conceptual representations, resulting of students’ interactions, under the guidance of the tutor, and followed their transformation, through discussions at return phase. The choice of social constructivist theoretical framework of Vygotsky has allowed us to reflect on the mediation role played by components of the interactive system of PBL, that we considered as a zone of proximal development (ZPD) in a broader sense, and which are the problem, the tutor, the student and his peers, resources, including graphics artifact conceptual map, used extensively in all tutorials, to support the construction of scientific concepts. Our research has shown that students developed three kinds of conceptual representations: correct concepts, incomplete concepts and misconceptions, returning from their research. So, it is necessary, through social interaction, that attributes of scientific theoretical concepts be validated by facing the practical problem. In this interaction the tutor plays a key complex role of facilitator, mediator, mainly through language. Thematic analysis of his interventions helped to distinguish five themes: group management, arguments, questions of different types, modeling and conclusions. We have shown the link between tutor’s questions and the type of student responses, to recommend a better balance between different types of tutor’s questions. Students, also by verbal exchanges and by the collective construction of initial and final concept maps participate in the co-construction of these concepts. Analysis of their interactions enabled us to identify different functions of language, to emphasize the importance of argumentative interactions, markers of in depth collaborative work. We also showed interest of concept maps not only to visualize the concepts, but also as artifacts and tools of psychic mediation that play both, communicative and semiotics functions, in the development of scientifically sound concepts. Regarding the second objective, the exploration of students’ personal work, we found that first year students pursued a more thorough search, and relied on more effective reading strategies than their second year colleagues. These second year students relied more on reference books, reading simply and relying heavily on the summaries made by their predecessors, which is suggestive of a more superficial learning. Those students also, relied more on tutor. By using textbooks essentially as information source, debates were marked by cognitive low level exchanges, leading to little argumentative exchange and lack of deep and engaging collaborative work. Overall, however, the research suggests PBL is a unique, worthwhile pedagogical approach, offering students with opportunities to construct new conceptual understandings of complex medical concepts with help of a team within the zone of proximal development. But it requires to be improved by interventions concerning both tutors and students.