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Bibliographies thématiques / Conception de la formation

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Littérature scientifique sur le sujet « Conception de la formation »

Auteur : Grafiati

Publié le 12 avril 2025

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Articles de revues sur le sujet "Conception de la formation"

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Janušonis, Stepas, and Vida Janušonienė. "Philosophical Conception of Self-Formation." Solid State Phenomena 97-98 (April 2004): 467–0. http://dx.doi.org/10.4028/www.scientific.net/ssp.97-98.467.

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Papi, Cathia, and Marie-Hélène Hébert. "La qualité en formation à distance : une question de points de vue?" Médiations et médiatisations, no. 4 (December 2, 2020): 103–9. http://dx.doi.org/10.52358/mm.vi4.150.

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Avec cet article, nous enrichissons le débat sur ce qui est entendu par « qualité » en formation à distance, en partant du présupposé qu’il n’existe pas une conception unanime et facilement contrôlable de la qualité. Pour ce, nous avons mené une enquête auprès de 12 acteurs d’une université à distance jouant différents rôles touchant à la conception des cours, leur médiatisation et leur diffusion, à l’encadrement et l’évaluation des étudiants et finalement, au travail de coordination et de gestion académiques. Nos résultats montrent que la définition de la qualité de chaque acteur dépend en gr

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Lasater, Phillip M. "The Heart of Self Formation." Dead Sea Discoveries 28, no. 3 (2021): 367–95. http://dx.doi.org/10.1163/15685179-bja10025.

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Abstract This article discusses the “heart” as part of the terminology for selfhood in ancient Jewish literature. After discussing a couple of criticisms of studies of the self and showing how these criticisms fail to persuade, the paper examines a range of texts in the Hebrew Bible, the Dead Sea Scrolls, and beyond for conceptions of the moral self. Special attention is given to the legal S tradition in the Scrolls as a fruitful illustration of how the self and law are recurring conceptual companions. In this legal tradition, a universalizing conception of selfhood and agency is rooted in loc

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Bedrii, M. M. "The correlation of theory and conception as elements of law science." Analytical and Comparative Jurisprudence, no. 1 (March 1, 2025): 892–96. https://doi.org/10.24144/2788-6018.2025.01.149.

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The article is devoted to the correlation of theory and conception as structural units of jurisprudence. It examines the commonalities and distinctions between these phenomena, outlining the boundaries of their respective concepts. It is demonstrated that theory and conception represent different elements of legal science, and their conflation is inappropriate. While their content may overlap in many cases, they possess distinct natures, structures, and purposes. The criteria for distinguishing these phenomena are proposed to include dialogicity, hypotheticality, and sociocultural context – ch

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Kyzym, Mykola O., Nadiia V. Bielikova, and Olha Yu Poliakova. "The Conception of Ukraine’s Exit from the «Trap of Backwardness» in the Post-War Period." PROBLEMS OF ECONOMY 4, no. 58 (2023): 64–69. http://dx.doi.org/10.32983/2222-0712-2023-4-64-69.

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The formation of directions for Ukraine’s exit from the «trap of backwardness» in the post-war period requires a logical and well-grounded conception built on the principles of modern science. In modern research, much attention is paid to the development of methodological support for the development of conceptions and conceptional provisions as a basis for the development of the country. However, there is currently no single scientifically grounded conception for Ukraine’s exit from the «trap of backwardness» after the war. The aim of the article is to substantiate the draft conception of Ukra

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Prosianyk, Oksana. "LINGUISTIC CONCEPTION AND LINGUISTIC THEORY IN DISCOURSE MEASUREMENT." Studia Linguistica, no. 15 (2019): 222–34. http://dx.doi.org/10.17721/studling2019.15.222-234.

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The article makes an attempt to distinguish between the concepts of scientific theory and scientific conception as functional components of scientific discourse. Both forms of scientific knowledge are interpreted as integral systems of scientific information based on logically reasoned or empirically proven data of rational nature. The fundamental difference between theory and conception is their functional and pragmatic orientation. The theory is understood as logically systematized scientific information of a substantive nature, and the conception is understood as methodologically organized

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Stroikov, Sergei Aleksandrovich. "FORMATION OF LINGUISTIC CONCEPTION OF ELECTRONIC HYPERTEXT." Philological Sciences. Issues of Theory and Practice, no. 4 (April 2019): 287–91. http://dx.doi.org/10.30853/filnauki.2019.4.60.

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Popov, S. V., O. I. Smiian, and A. O. Profatylo. "The present conception of neonatal microbiome formation." Eastern Ukrainian Medical Journal 9, no. 1 (2021): 18–28. http://dx.doi.org/10.21272/eumj.2021;9(1):18-28.

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The neonatal period is critical in the development of the microbiome and the gastrointestinal tract. That is, the microbiome regulates not only the processes that are associated with the basic functions of the gastrointestinal tract, but is associated with the content of vitamins and micronutrients, affects the development of the nervous and endocrine systems of newborns. Fortunately, microbiome and immunity of pregnant get ready the infant for his inevitable complications. Although preterm birth has been connected with bacterial colonization of the amniotic cavity for many years, the dogma of

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Bremm, Daniele, Lenice Heloísa de Arruda Silva, and Roque Ismael da Costa Güllich. "Experimentação, Ciência e Ensino: concepções e relações na formação inicial de professores do Petciências." Revista Brasileira de Educação em Ciências e Educação Matemática 4, no. 1 (2020): 101–23. http://dx.doi.org/10.33238/rebecem.2020.v.4.n.1.24227.

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Resumo: Este artigo apresenta e analisa as concepções e relações de experimentação, Ciência e ensino pertencentes a professores de Ciências em formação inicial, participantes do Programa de Educação Tutorial (PETCiências). Foi possível verificar que os licenciandos compreendem a importância das atividades experimentais para a aprendizagem, sendo mais frequente a concepção de experimentação contextual-investigativa; já as concepções de Ciência e de ensino ainda estão em nível tradicional, mas apresentam certa tendência à evolução para perspectivas mais transformadoras e contextuais. Percebemos

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Dainys, Augustinas. "Ugdymo metaforų istorinė kaita ir ryšys su politika." Vilnius University Open Series 3 (December 28, 2020): 77–94. http://dx.doi.org/10.15388/sre.2020.7.

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The article describes three metaphorically designated educational conceptions: the antique notion of the educator as a sculptor, the new age notion of the educator as a gardener, and our era’s emerging educator as a guide. All conceptions of education provide a specific answer to the problem of education, which consists of the fact that a human being is defined to be undefined, therefore the formation of a person depends on the educator. The educator as a sculptor addresses this problem by forcing a preconceived conception of reason on learners. The educator as a gardener accepts every learner

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