<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jean-François Hérold</style></author><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Helping pupils to learn more effectively with a cognitive analysis of their activity</style></title><secondary-title><style face="normal" font="default" size="100%">European Journal of Psychology EducationEuropean Journal of Psychology Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Activity's analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">Cognitive indicator</style></keyword><keyword><style  face="normal" font="default" size="100%">Cognitive process</style></keyword><keyword><style  face="normal" font="default" size="100%">Pedagogical strategies</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year></dates><number><style face="normal" font="default" size="100%">à paraître</style></number><volume><style face="normal" font="default" size="100%">à paraitre</style></volume><pages><style face="normal" font="default" size="100%">à paraître</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The main objective of this paper is to investigate the effectiveness of the activity's analysis in a cognitive approach of learning situations. From a point of view in which pupils actively form their own knowledge, we propose to analyse pupil activity in order to help teachers in their classes and improve their teaching. From this perspective, the type and the number of errors made by pupils constitute an important information source for the teachers. In cognitive psychology, research on learning has provided error could be considered as an indicator of the cognitive processes, the kind of knowledge used by the pupil when forming an answer to the question that is asked. So, we analysed written work from middle school pupils following an evaluation from their mathematics teacher on the arithmetical treatment of positive and negative numbers. The analysis is based on the individual protocol method. In this paper, we present a few examples from this analysis and ways of looking at them with regard to pedagogical strategies.</style></abstract><label><style face="normal" font="default" size="100%">ACL</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jean-François Hérold</style></author><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Help with solving technological problems in project activities</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of Technology and Design EducationInternational Journal of Technology and Design Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2012</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">21</style></volume><pages><style face="normal" font="default" size="100%">55-70</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">ACL</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jean-François Hérold</style></author><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Help with solving technological problems in project activities</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of Technology and Design EducationInternational Journal of Technology and Design Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2009</style></year></dates><number><style face="normal" font="default" size="100%">12/12/09</style></number><volume><style face="normal" font="default" size="100%">On line first</style></volume><pages><style face="normal" font="default" size="100%">1-16 %&amp; 1 %7 12/12/2009 %! Help with solving technological problems in project activities</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><notes><style face="normal" font="default" size="100%">10.1007/s10798-009-9106-8</style></notes><label><style face="normal" font="default" size="100%">ACL %U http://www.springerlink.com/content/102912/?Content+Status=Accepted</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jean-François Hérold</style></author><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Help with solving technological problems in project activities</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of Technology and Design Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Help in problem solving</style></keyword><keyword><style  face="normal" font="default" size="100%">Project activity</style></keyword><keyword><style  face="normal" font="default" size="100%">Technology teaching</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year></dates><number><style face="normal" font="default" size="100%">1</style></number><edition><style face="normal" font="default" size="100%">12/12/2009</style></edition><publisher><style face="normal" font="default" size="100%">Springer Editions</style></publisher><pub-location><style face="normal" font="default" size="100%">Amsterdam</style></pub-location><volume><style face="normal" font="default" size="100%">21</style></volume><pages><style face="normal" font="default" size="100%">55-71</style></pages><isbn><style face="normal" font="default" size="100%">0957-7572</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;In France, project activities figure predominantly in technology education. The general idea behind learning based on project activity is to allow the pupil to get involved in the activity in question, with the pupil tackling real situations rather than ones of an abstract nature. But too often, we notice that the pedagogical strategies used by teachers in project activities are not particularly effective from a learning point of view. What must be done in order to render project work in technology teaching genuinely effective? In this article, we make the following suggestion: if specific help, based on the pupil&amp;rsquo;s level of understanding of the activity relating to technologically based problem solving in project work, is made available by the teacher, then project activity can become much more effective from a learning point of view. By using situations highlighting project activities in the technology teaching domain, we analyse the knowledge used by pupils. We then present the specific help used by the teacher as well as the resulting effects upon student activity. We highlight the fact that if specific help conceived as a result of analysing student activity is put in place, the pupil learns more effectually.&lt;/p&gt;</style></abstract><section><style face="normal" font="default" size="100%">55</style></section><label><style face="normal" font="default" size="100%">ACL</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jean-François Hérold</style></author><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Help with solving technological problems in project activities</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of Technology and Design EducationInternational Journal of Technology and Design Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2012</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">21</style></volume><pages><style face="normal" font="default" size="100%">55-70</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">ACL</style></label></record></records></xml>