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Master Thesis

Les apports de l'apprentissage de la programmation par des situations en débranché au cycle 3 : quels transferts les élèves peuvent-ils faire d'une initiation à la programmation en débranché vers des activités sur un logiciel ?

Abstract : In the context of the teaching of space and geometry, in the current programs (those in effect in 2018) pupils, by the end of cycle 3, should be able to program the moves of a robot, or of a character on screen with the use of a programming software. The introduction to the learning of programming can be done with unplugged situations without having to resort to digital tools. The aim of this, is to offer handling situations focusing on the skills the pupils should develop while enhancing their involvement in the task at stake. The unplugged teaching can be an introductory entry to computer programming. We assume that the study of programming through unplugged situations will enable the pupils to learn about and build the skills specific to programming that they will be able to invest back on digital tools.
Document type :
Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02418172
Contributor : Bibliothèque Inspé Académie Nantes <>
Submitted on : Wednesday, December 18, 2019 - 3:42:34 PM
Last modification on : Thursday, May 14, 2020 - 7:06:03 AM
Long-term archiving on: : Thursday, March 19, 2020 - 10:24:36 PM

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  • HAL Id : dumas-02418172, version 1

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Delphine Lamouroux. Les apports de l'apprentissage de la programmation par des situations en débranché au cycle 3 : quels transferts les élèves peuvent-ils faire d'une initiation à la programmation en débranché vers des activités sur un logiciel ?. Education. 2019. ⟨dumas-02418172⟩

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