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Master Thesis

Argumenter pour déconstruire et organiser les représentations des élèves. Interagir pour apprendre

Abstract : This dissertation deals with an experiment in a social sciences class of 10th grade. Around a live issue (the link between the young people, the diploma et the employment), we started from the representations of the pupils to develop a learning sequence. The aim is, from the representations, to seek a construction of knowledge, through argumentative dialogue, in order to reach a built-up knowledge. Therefore, we organize a learning sequence in three phases : representations (pupils give their image of a fact), argumentation (the representations are confronted with facts in small groups of pupils), abstraction (validation and synthesis of a built up knowledge). Here is the hypothesis of the research : the more there are argumentative interactions in a group, the more there can be a change in the student's representations. We conclude that the learning sequence is indeed efficient to make the social representations evolve, but the effect of the small groups interactions cannot be isolated from the rest of the sequence.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-01757136
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Submitted on : Tuesday, April 3, 2018 - 2:20:02 PM
Last modification on : Wednesday, July 15, 2020 - 1:12:02 PM

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  • HAL Id : dumas-01757136, version 1

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Igor Haudebourg. Argumenter pour déconstruire et organiser les représentations des élèves. Interagir pour apprendre. Education. 2017. ⟨dumas-01757136⟩

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