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Dive into the research topics where Valérie Frède is active.

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Featured researches published by Valérie Frède.


Journal of Experimental Child Psychology | 2014

What do children know and understand about universal gravitation? Structural and developmental aspects.

Sören Frappart; Maartje E. J. Raijmakers; Valérie Frède

Childrens understanding of universal gravitation starts at an early age but changes until adulthood, which makes it an interesting topic for studying the development and structure of knowledge. Childrens understanding of gravitation was tested for a variety of contexts and across a wide age range (5-18 years, N=144). We analyzed childrens predictions and justifications for the trajectory of a stone dropped on the earth, on the moon, in a spaceship orbiting the earth, on a planet with air, on a planet with no air, and in a lift (i.e., an elevator) in free fall. Results showed that performances were related to the context and to the childrens age. U-shaped developmental curves were identified for predictions for three contexts. These curves could be explained by analyzing the structure of the childrens knowledge using latent class analysis. We identified three coherent patterns of predictions that were related to specific justifications. With age, children produced more scientific predictions. Childrens cognitive structures, as reflected in their predictions of dropped stone trajectories, seem to be coherently built given that there were only a limited number of prediction patterns. Even by Grade 12, students had not achieved a scientific understanding of universal gravitation.


European Journal of Psychology of Education | 2009

Cultural Artifact and Children's Understanding of the Shape of the Earth: The Case of Moroccan Children.

Bertrand Troadec; Benaissa Zarhbouch; Valérie Frède

The non-computational brand of cognitivism is based on the premise that performances, including those of children, are generated by mental models or representations, i.e., “internal” resources. The sociocultural approach, on the other hand, regards context, i.e., an “external” resource, as the chief means of elaborating knowledge. The results of empirical research on how Moroccan children develop their understanding of the shape and properties of the Earth highlight some of the limitations not only of the representationalist paradigm but also of the more “radical” socioculturalist approach. They show that, while the sociocultural context does indeed play a vital role in the development of understanding, the latter in turn helps to increase children’s autonomy of mind.RésuméLe cognitivisme, lorsqu’il n’est pas computationnel, met l’accent sur des modèles mentaux — ressource “interne” — comme étant à l’origine de performances, par exemple, chez l’enfant. Le socioculturalisme met, en revanche, l’accent sur le contexte — ressource “externe” — comme moyen principal d’élaboration des connaissances. Les résultats d’une recherche relative au développement de la conception de la forme et des propriétés de la Terre, réalisée au Maroc, permettent de discuter des limites du cognitivisme représentationaliste, mais aussi de l’approche socioculturaliste “radicale”. Il en ressort que si le contexte socioculturel est essentiel au développement des connaissances, ce développement contribue conjointement à l’accroissement de l’autonomie de l’esprit des enfants.


Discrete Dynamics in Nature and Society | 2000

A Preliminary Nonlinear Analysis of the Earth's Chandler Wobble

Valérie Frède; P. Mazzega

The Chandler wobble (CW) is a resonant response of the Earth rotational pole wandering around its figure axis whose excitation mechanism is still uncertain. It appears as polar motion oscillations with an average period of about 433 days and a slowly varying amplitude in the range (0–300) milliarcsec (mas). We here perform a nonlinear analysis of the CW via a time-delay coordinate embedding of its measured X and Y components and show that the CW can be interpreted as a low dimensional unstable deterministic process.


Advances in Space Research | 2006

Pre-service elementary teacher’s conceptions about astronomy

Valérie Frède


Infant and Child Development | 2011

The acquisition of scientific knowledge: The influence of methods of questioning and analysis on the interpretation of children’s conceptions of the Earth

Valérie Frède; Gavin Nobes; Sören Frappart; Georgia Panagiotaki; Bertrand Troadec; Alan E. Martin


Advances in Space Research | 2008

Teaching astronomy for pre-service elementary teachers: A comparison of methods

Valérie Frède


Journal of Geodesy | 1999

Analytical versus semi-analytical determinations of the Oppolzer terms for a non-rigid Earth

Valérie Frède; Véronique Dehant


Astronomy Education Review | 2008

The Seasons Explained by Refutational Modeling Activities.

Valérie Frède


Advances in Space Research | 2006

Pre-service elementary teachers conceptions about astronomy

Valérie Frède


Advances in Space Research | 2010

Where does the stone go when we drop it? Development of French schoolchildren's knowledge of gravity

Sören Frappart; Valérie Frède

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Véronique Dehant

Royal Observatory of Belgium

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Alan E. Martin

University of East London

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Gavin Nobes

University of East Anglia

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