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Master Thesis

L’appropriation de la trace écrite dans le cadre de la pédagogie des classes inversées au lycée en Histoire

Abstract : The aim of my research paper is to analyse the appropriation of the written trace as part of the teaching of the flipped classroom. Then, this professional essay offers to analyse the ability of pupils to appropriate the written trace distributed before the class in order to re-motivate or re-interrogate it through an activity based on a historical investigation. Therefore, the hypothesis of the essay is that the teaching of flipped classrooms combined to a complex scriptwritten task promotes the appropriation of a written trace by the learners. Following this essay, it isn’t possible to conclude about the influence of flipped practices on the appropriation of the written trace. However, I can conclude on the necessity to deconstruct academic habits of the pupils. Finally, I also note that scriptwriting is a tool for the teacher in order to stimulate the learning process of pupils during high school History classes.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-01885707
Contributor : Bibliothèque Inspé Académie Nantes <>
Submitted on : Tuesday, October 2, 2018 - 11:32:43 AM
Last modification on : Thursday, May 14, 2020 - 7:06:02 AM
Long-term archiving on: : Thursday, January 3, 2019 - 1:31:14 PM

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  • HAL Id : dumas-01885707, version 1

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Chloé Sirot. L’appropriation de la trace écrite dans le cadre de la pédagogie des classes inversées au lycée en Histoire. Education. 2018. ⟨dumas-01885707⟩

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