3832223739

3832223739



Bibliographie

BI. Sujet: sens, stracture, logiąue, didactiąue (problćmatiąues 1,23)

Abu-Hanna, A., Janswcijcr, W. & Benjamins, R. (1994). Functional modcls in perspective: thcir charactcristics and integration in multiple model-based diagnosis. Applied Artificial Intelligence, 8,219*237.

Archinstein, P. (1983). The naturę of explanation, Oxford University Press.

Agar, M., Nosbers, P. (1993). Argumcntation theory and the disrance to the data. Semiotica, 93(3), 287-301.

Astolfl, J. P.(1993). Trois paradigmes pour les recherches en didactiąue. Revue Franęaise de Pćdagogie, 103, 5-18.

Baron, J. (1993). Why teach thinking?-An essay. Applied PsychologyiAn International Review, 42(3), 191-237.

Bereiter, C. (1994). Implications of postmodemism for science, or science as progressive discourse. Communication & Strategies, 29(1), 3-12.

Bisantz, A. & Vicente, K. (1194). Making the abstraction hierarchy concrete. Int. J. Human-Computer Studies, 40, 83-117.

Borasi, R., Siegel, M., Fonzi, J.& Smith, C. (1998). Using transactional reading strategies to support sense-making and discussion in mathematics classrooras - an exploratory study. Journal for Research in Mathematics Education, 29(3), 275-305.

Borchardt, G. C. (1992). Understanding causal descriptions of physical systems in Proceedings, tenth national conference AAA1,2-8, AAAI Press.

Cardinale, L. (1993). Facilitating science Ieaming by embedded expIication. Instmctional Science, 21,501-512.

Cavemi, J. P., George, C. & Politzer, G. (1994). Raisonnements: conjoncture et prospectives. Psychologie Francaise, 39( 2), 107-113.

Chandrasekaran, B., Narayanan, N. H.& Iwasaki,Y. (1993). Reasoning with diagrammatic representations. In 1993 AAAI, 8, 49-56.

Chierchia, G. (1994). Intensionality and Context Change, Journal of Logic. Language and Information, 3,141-168.

Chouraąui, E. Sc Lnghilterra, C. (1993). Rćsolution par analogie de problemes geometriąues dans une perspective tutorielle In ITS 1992, Frasson (ed.), 234-243.

Coleman, E. B. (1998). Using exp!anatory knowledge during collaborative problem solving in science. Journal of the Leaming Sciences, 7(3-4), 387-427.

David-Hillel (Eds.). (1990). Explaining expIanation. Routledge. London.

David-Hillel (Eds.). (1993). Explanation. Oxford University Press.

Davis, P. M. & Davidson, G. V. (1994). Language is like the human body: teaching concepts through analogy. Educational Technology, 5 ( 27-31.

Deely, J. (1993). Reading the signs: some basics of semiotics. Semiotica, 97 (3), 247-266.

Degrave, W., Boshuizen, H.& Schmidt, H.(1996). Problem based Ieaming - cognitive and metacognirive processes during problem analysis. Instructional Science, 24(5), 321-341.

DiSessa, A. A. (1993). Toward an epistemology of physics. Cognition And Instruction, 10(2), 105-225.

Droste, F. G.& Fought, J. (1993). Arbitrariness, iconicity, and conceptuality, Semiotica, 94(3), 185-199.

Eco U.( 1979). A theory of semiotics. Bloomington: Indiana University Press.

Fabre, M. (1993). De la rćsolution de probleme a la problematisation. Les Sciences de 1'ćducation, 4(5), 71-99.

Ghiglione, R. (1993). La restitution des messages: le message, le rćcepteur et le media. Psychologie Franęaise, 38 (2), 177-191.

Greer B. (1997). Modeling reality in mathematics classrooms - the case of word problems. Leaming & Instruction, 7(4), 293-307.

Gosselin, M. (1993). Causality, a historical sketch of the major philosophical approaches to the problem. Communication & Cognition, 26(1), 131-170.

Gutwin, C. & McCalla, G. (1992). The use of pedagogie misrepresentation in tutorial dialogue. In ITS 1992,507-513.

Hand, M. (1993). Demonstrative reference and unintended demonstrata. Communication & Cognition, 261,37-45.

Hativa, N. (1998). Lack of clarity in university teaching - a case study. Higher Education, 36(3), 353-381.

Hartman H. J. (1998). Metacognition in teaching and Ieaming - an introduction. Instructional Science, 26(1-2), 1-3.

Hobbs, J. R., Stickel, M. E. & Appelt, D. E. (1993). Interpretation as abduction. Artificial Intelligence, 63,69-142.

Johnson, K. & Roloff, M. (1998). Serial arguing and relational ąuality - determinanta and conseąuences of perceived resolvability. Communication Research, 25(3), 327-343.

Romer S. (Eds.). (1975). Explanation. Southampton: Camelot Press Ltd..

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