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Felder Richard M. & Brent Rebecca (2005). « Understanding Student Differences ». Journal of Engineering Education, vol. 94, n° 1, p. 57–72. En ligne : <http://www.google.fr/ur ... D2m_pmauxMzFD-ArIe2Gt9g>. 
Added by: Marie Gaussel (10 Jan 2012 10:49:23 Europe/Paris)   Last edited by: Marie Gaussel (23 Feb 2012 10:49:44 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Felder2005a
Categories: General
Keywords: motivation, style d'apprentissage
Creators: Brent, Felder
Collection: Journal of Engineering Education
Views: 1577/1886
Views index: 19%
Popularity index: 4.75%
URLs     http://www.google. ... mauxMzFD-ArIe2Gt9g
Abstract     
Students have different levels of motivation, different attitudes about teaching and learning, and different responses to specific classroom environments and instructional practices. The more thoroughly instructors understand the differences, the better chance they have of meeting the diverse learning needs of all of their students. Three categories of diversity that have been shown to have important implications for teaching and learning are differences in students’ learning styles (characteristic ways of taking in and processing information), approaches to learning (surface, deep, and strategic), and intellectual development levels (attitudes about the nature of knowledge and how it should be acquired and evaluated). This article reviews models that have been developed for each of these categories, outlines their pedagogical implications, and suggests areas for further study
Added by: Marie Gaussel  Last edited by: Marie Gaussel
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