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Master Thesis

Appréhender la notion de prospective dans le cadre de l'éducation au développement durable en classe de géographie grâce à la simulation vidéoludique : quel cadre didactique ?

Abstract : This study deals with the use of serious games in high school and its integration in a didactic approach. The context of this reflection is the true understanding by pupils of "socially sensitive issues", especially the projection in the futur as part of the Sustainable Development Education. Foresight is a key notion that was dealt with through serious gaming (Clim City and Stop Disaster). As first results, even if the control of the teacher on the games remains limited (black box), serious games can be useful if nested in a larger didactic process. The numerous virtual options offered by simulation can be helpful in the difficult operation of handling foresight issues but cannot, eventually, lead to a real prospective process.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-01885694
Contributor : INSPÉ Académie Nantes Connect in order to contact the contributor
Submitted on : Tuesday, October 2, 2018 - 11:26:54 AM
Last modification on : Wednesday, April 27, 2022 - 3:52:04 AM
Long-term archiving on: : Thursday, January 3, 2019 - 1:50:19 PM

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  • HAL Id : dumas-01885694, version 1

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Olivier Cosson. Appréhender la notion de prospective dans le cadre de l'éducation au développement durable en classe de géographie grâce à la simulation vidéoludique : quel cadre didactique ?. Education. 2018. ⟨dumas-01885694⟩

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