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Master Thesis

La différenciation pédagogique dans le cadre de la tâche complexe

Abstract : This research project aims to analyze the interactions and consequences resulting from the implementation of differentiated teaching methods in the context of complex tasks carried out in class. The starting hypothesis was based on the assumption that differentiated pedagogy allowed students to build internal resources, making them autonomous in complex tasks, while taking into account their level of difficulty. Indeed, the peculiarity of complex tasks is based on the fact that they are based on processes of (re) mobilization of internal resources that fundamentally refer to knowledge, knowledge assimilated during previous activities. These resources also refer to methods worked upstream which can be considered as know-how essential to the accomplishment of the complex task. The analysis of the different pupils' work, coupled with the various differentiation mechanisms put in place as well as the modalities that presided over the realization of the activity, lead to contrasting results. It appears that the differentiated pedagogy mechanisms allow students experiencing difficulties to better mobilize the internal resources needed to carry out the activity. They also facilitate the articulation of these internal resources with external resources. Nevertheless, the autonomy of the students remains rather weak, in spite of the succession of the complex tasks, according to a stereotyped model. The construction of students' autonomy regarding the remobilization of different internal resources during complex tasks is one of the main areas of research that should be favored in the future work on this field of research.
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Master Thesis
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Contributor : Bibliothèque Inspé Académie Nantes <>
Submitted on : Thursday, April 9, 2020 - 4:38:50 PM
Last modification on : Wednesday, October 7, 2020 - 3:25:29 AM


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  • HAL Id : dumas-02538894, version 1


Alioune Cissé. La différenciation pédagogique dans le cadre de la tâche complexe. Education. 2018. ⟨dumas-02538894⟩



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