Problématisation dans une séquence forcée sur la respiration au cycle 3 : quels savoirs appris par les élèves ? (notice n° 239172)
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| fixed length control field | 03193cam a2200301 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112064746.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Chalak, Hanaà |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Problématisation dans une séquence forcée sur la respiration au cycle 3 : quels savoirs appris par les élèves ? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2023.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 40 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Des séquences « forcées » mises en place dans les travaux sur les apprentissages par problématisation mobilisent des cadrages didactiques spécifiques dont le but est de permettre la construction de savoirs problématisés. Cependant, les recherches en sociologie de l’éducation montrent que certains cadrages d’activités proposées aux élèves peuvent produire des malentendus scolaires et des inégalités d’apprentissage. Les difficultés pointées par ces chercheurs interrogent nos travaux sur l’apprentissage par problématisation et l’effet des cadrages faibles imposés par les séquences forcées. Dans quelles mesures ces cadrages permettent-ils aux élèves d’apprendre des savoirs problématisés ? Pour l’étudier, nous analysons quatre entretiens individuels d’élèves effectués après une séquence forcée sur la respiration en fin d’école primaire (élèves de 10 ans) et leurs productions individuelles (écrites ou orales) au fil des séances afin de mettre en relation les savoirs qu’ils mobilisent et ce qu’ils en disent après la séquence. Les résultats obtenus permettent de repérer des malentendus qui concernent la nature des savoirs qu’ils restituent. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The Forced sequences set up in the work on learning by problematization mobilize specific didactic frameworks whose aim is to allow the construction of problematized knowledge. However, research in the sociology of education shows that certain frameworks of activities proposed to students can lead to academic misunderstandings and learning inequalities. The difficulties pointed out by these researchers question our work on learning by problematization and the effect of frames imposed by forced sequences. To what extent could these frames be conducive to misunderstandings? To study it, we analyze four individual interviews of students carried out after a forced sequence on breathing at the end of primary school (10-year-old students) and their individual productions (written or oral) over the course of the sessions in order to relate the knowledge they mobilize and what they say about it after the sequence. The results obtained make it possible to identify misunderstandings concerning the nature of the knowledge to be constructed. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | séquence forcée |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | école primaire |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | malentendu scolaire |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | problématisation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | science |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | elementary school |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | forced sequence |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | science |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | problematization |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | school misunderstanding |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Briaud, Philippe |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Éducation & didactique | 17 | 1 | 2023-05-03 | p. 87-97 | 1956-3485 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-education-et-didactique-2023-1-page-87?lang=fr">https://shs.cairn.info/revue-education-et-didactique-2023-1-page-87?lang=fr</a> |
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