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Archives par mot-clé : Environnement de la classe
Rinke, C. R., Gimbel, S. J., & Haskell, S. (2013). Opportunities for inquiry science in Montessori classrooms: Learning from a culture of interest, communication, and explanation. Research in Science Education, 43(4), 1517–1533.
Using ethnographic research methods, these authors explored the essential elements of science inquiry in four Montessori classrooms. They concluded that these Montessori classrooms provided opportunities for students to develop lasting interest in science. Abstract Although classroom inquiry is the primary … Continuer la lecture
Yen, S., & Ispa, J. M. (2000). Children’s temperament and behavior in Montessori and constructivist early childhood programs. Early Education and Development, 11(2), 171–186.
This study explores the relationship between temperament and behavioral adjustment in constructivist and Montessori programs. The methodology included teacher ratings of behavior and maternal ratings of temperament for 102 children. The findings indicated a small but noticeable tendency for active … Continuer la lecture
Publié dans Ispa Jean M., Yen Shu-Chen
Marqué avec Attitudes des enseignants, Child behavior, Classroom environment, Comportement de l'enfant, Constructivism (learning), Constructivisme (apprentissage), Différences de sexe, Early childhood education, Environnement de la classe, Jeunes enfants, Personality, Personnalité, Sex differences, Teacher attitudes, Young children
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