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Master Thesis

Les plus-values de la problématisation en EPS

Abstract : Currently, most schools teach science based on knowledge that is considered true or false through the investigative process. However, for scientific knowledge to really be acquired by students, they must build it by reflecting on the essence of that knowledge : data (constraints linked to action) and conditions (what needs to be in place to be successful). Problematization learning allows students to actually build scientific knowledge or, as is the case here, technical knowledge in physical ans sports education through the articulation of these data and conditions within a defined framework. Through this brief, we looked at the added value of problematization in relay race. To this end, a seven-session sequence was establish in a Grades 4-5 class. During this sequence, the students would meet regularly in a debate area to discuss the race that had just been run by a pair and try to learn from it about the relay race. These transcripts serve as the basis for my data collection. This brief examines the argumentative dynamics in this class and bring to light the beneficial links between problematization and student performance.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02331245
Contributor : Bibliothèque Inspé Académie Nantes <>
Submitted on : Thursday, October 24, 2019 - 12:25:53 PM
Last modification on : Thursday, May 14, 2020 - 7:06:03 AM
Long-term archiving on: : Saturday, January 25, 2020 - 3:01:53 PM

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  • HAL Id : dumas-02331245, version 1

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Benjamin Belhamiti. Les plus-values de la problématisation en EPS. Education. 2019. ⟨dumas-02331245⟩

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