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Master Thesis

Une stratégie pédagogique à haut potentiel de mémorisation : le guidage pédagogique

Abstract : This research project aims to present, through a study, the role of instructional guidance in the construction of new knowledge and in the recovery of information stored into the memory (mental representations). The experiments conducted in class show that this approach has no influence on the knowledge built during development (automated knowledge). However, this teaching facilitator strategy would be effective for the construction of new knowledge, an element that we can measure using three parameters: the performance (results), the provided efforts and the efficiency of the learner in the task. Moreover, it’s important to note that before any new teaching and learning situation, the teacher must draw up an assessment or diagnosis of the initial representations of the learners, which makes it possible to set up an instructional guidance adapted to each one of them. This step, called a diagnostic assessment, is essential and lies in identifying the positive elements or knowledge to consolidate, the absences and the lack to be filled and/or to be corrected. This practice, specific to each learning situation, is more centered on the needs of each learner than on the knowledge to be taught.
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https://dumas.ccsd.cnrs.fr/dumas-02301002
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Submitted on : Monday, September 30, 2019 - 10:16:47 AM
Last modification on : Monday, October 19, 2020 - 11:08:08 AM
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  • HAL Id : dumas-02301002, version 1

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Marie Lambert. Une stratégie pédagogique à haut potentiel de mémorisation : le guidage pédagogique. Sciences de l'Homme et Société. 2019. ⟨dumas-02301002⟩

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