Skip to Main content Skip to Navigation
Master Thesis

Apprendre par le jeu au cycle 3 : le jeu au service des apprentissages fondamentaux ?

Abstract : If playing at nursery school is undeniable to give knowledge to children, the game is less used in the following cycles. Why this side-lining of games, which, close to children daily reality, could be rich in efficiency ? Does the game – usually perceived as an entertainment – have a place at school, where the priority is to work ? While countries as Denmark speaks about games in official texts and claims its use as long as possible in children schooling, our French education system remains skeptical at the idea of teaching by games at school. Moreover, there are several games, such as playful, educational and teaching games. Why not to link game and learning to promote the transfer of knowledge in French and mathematics? How could the game improve student achievement in these disciplines ? Is the game educational? Is the game a barrier to learning ? We are going to try to answer all these questions through theoretical and practical elements.
Document type :
Master Thesis
Complete list of metadata

Cited literature [14 references]  Display  Hide  Download

https://dumas.ccsd.cnrs.fr/dumas-01192935
Contributor : Guadeloupe Bufm <>
Submitted on : Thursday, September 3, 2015 - 11:36:09 PM
Last modification on : Sunday, November 24, 2019 - 1:31:23 AM
Long-term archiving on: : Friday, December 4, 2015 - 12:33:46 PM

Identifiers

  • HAL Id : dumas-01192935, version 1

Citation

Olivia Kandassamy. Apprendre par le jeu au cycle 3 : le jeu au service des apprentissages fondamentaux ?. Education. 2015. ⟨dumas-01192935⟩

Share

Metrics

Record views

1132

Files downloads

14201