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Master Thesis

Gérer l’hétérogénéité à travers l’usage du document dans l’enseignement de l’histoire-géographie

Abstract : Heterogeneity can be observed in the school environment. It relies on the differences between individuals (natural, sociocultural and psychological) and their learning process. A school system that has for goal everyone’s success has to handle in the best way possible pupils’ heterogeneity which becomes an obstacle to the achievement of the enunciated common goals. Research which has identified after many evolutions these differences and their consequences on learning processes suggests to differentiate educational practices to manage heterogeneity in the best way possible. Differentiated instruction consists of offering a multiplicity of approaches. It also takes into consideration the pupil and hopes to answer his needs while working towards the achievement of the common goal. In History and Geography, the document is an important element. Its different uses and the differentiations in the lesson plans can help to manage pupils’ heterogeneity. The experimentations carried out offer a variety of methods and a diversity in the usage of documents studied by the pupils. The obtained results show a better management of the heterogeneity in conjunction with the enunciated goals but also its diminution. However, the infinity of possibilities is confronted to limits that renew the management of heterogeneity in the school environment.
Document type :
Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-01436068
Contributor : Uga - Bu Professorat Éducation <>
Submitted on : Monday, January 16, 2017 - 10:42:28 AM
Last modification on : Tuesday, September 22, 2020 - 3:15:04 AM
Long-term archiving on: : Monday, April 17, 2017 - 12:44:18 PM

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  • HAL Id : dumas-01436068, version 1

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Citation

Annelise Robert. Gérer l’hétérogénéité à travers l’usage du document dans l’enseignement de l’histoire-géographie. Education. 2016. ⟨dumas-01436068⟩

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