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Article Dans Une Revue European Journal of Psychology of Education Année : 2009

Effects of Evaluative vs. Co-constructive Interactions on Learning in Physics

Résumé

We conducted an experimental study to assess the effects of two physics-learning situations that differed in the type of teacher-student interactions that took place: evaluative or co-constructive. As found in various studies on physics teaching and social psychology, the results showed that co-constructive interactions generated a more effective learning context for students than evaluative ones did.

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Education
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Dates et versions

hal-00945192 , version 1 (11-02-2014)

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  • HAL Id : hal-00945192 , version 1

Citer

Marie-Christine Toczek, Ludovic Morge. Effects of Evaluative vs. Co-constructive Interactions on Learning in Physics. European Journal of Psychology of Education, 2009, 26 (3), pp.325-333. ⟨hal-00945192⟩
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