Articuler connaissances en psychologie cognitive et ingénierie pédagogique (notice n° 812454)
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| fixed length control field | 02720cam a2200265 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123125641.0 |
| 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 | Tricot, André |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Articuler connaissances en psychologie cognitive et ingénierie pédagogique |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2021.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 50 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Quand elle s’intéresse à l’apprentissage, la psychologie cognitive a pour objectif de comprendre comment les humains apprennent. L’ingénierie pédagogique a pour objectif de fournir des connaissances et des méthodes utiles lors de la conception de situations d’enseignement. Les deux disciplines n’ont donc ni le même objet (apprentissage vs. enseignement), ni le même statut (science vs. ingénierie). L’objectif de cet article est de montrer comment on peut articuler connaissances en psychologie cognitive et ingénierie pédagogique. La théorie de la charge cognitive est utilisée comme exemple pour montrer comment on peut produire des connaissances pour l’ingénierie pédagogique à partir d’hypothèses fondées sur une description précise des structures et des fonctions cognitives impliquées dans les apprentissages. Cette théorie illustre que les connaissances pour l’ingénierie sont conditionnelles : leur mise en œuvre dépend de la situation à concevoir et notamment des connaissances antérieures des élèves. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | When dealing with learning, cognitive psychology aims to understand how humans learn. Instructional design aims to provide knowledge and methods that are useful when designing teaching situations and materials. The two disciplines therefore have neither the same object (learning vs. instruction), nor the same status (science vs. engineering). The aim of this article is to show how knowledge in cognitive psychology and instructional design can be articulated. The cognitive load theory is used as an example to show how knowledge for instructional design can be produced from hypotheses based on an accurate description of the cognitive structures and functions involved in learning. This theory illustrates that knowledge for design is conditional : its implementation depends on the situation to be designed, and in particular on the students’ prior knowledge. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | psychologie cognitive |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | ingénierie pédagogique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | enseignement |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Apprentissage |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | instructional design |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | cognitive psychology |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | teaching |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Raisons éducatives | 25 | 1 | 2021-09-20 | p. 141-162 | 1375-4459 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-raisons-educatives-2021-1-page-141?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-raisons-educatives-2021-1-page-141?lang=fr&redirect-ssocas=7080</a> |
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