Louise Lafortune, Sylvie Fréchette, Noëlle Sorin, Pierre-André Doudin et Ottavia Albanese (dir.). Approches affectives, métacognitives et cognitives de la compréhension. Québec, QC : Presses de l’Université du Québec, Collections Education. (2010). 207 pp. 14,99 à 27,00 $ (selon le format). (ISBN 978-2-7605-2551-1).

Boutouchent, Fadila

doi:https://doi.org/10.7202/1037365ar

Entwistle, N. et Entwistle A. (2005). Revision and the experience of understanding. Dans F. Marton, D. Hounsell et N. Entwistle (dir.), The experience of learning: Implications for teaching and studying in higher education, (3^e éd, pp. 145-155). Edinburgh, Ecosse : University of Edinburgh, Centre for Teaching, Learning and Assessment. Reperé à http://www.docs.hss.ed.ac.uk/iad/Learning_teaching/Academic_teaching/Resources/Experience_of_learning/EoLChapter9.pdf

Google Scholar

Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. Londres, Royaume-Uni : Routledge.

Google Scholar

Joshua, S. (1999). L’école entre crise et refondation. Paris, France : La Dispute.

Google Scholar

Appendices

Bibliographie

Citation Tools

Cite this article

Export the record for this article