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Master Thesis

L’usage de la pédagogie collaborative pour différencier les apprentissages

Abstract : This thesis questions the uses of collaborative pedagogy to differentiate learning in history and geography. Two solutions of differentiation were implemented and analyzed: the work in small heterogeneous groups and the tutoring between pupils. Different grids for analyzing interactions between pupils have been crossed in order to provide elements of answer to a hypothesis according to which differentiation through collaborative pedagogy makes it possible to put and keep pupils in activity but that its benefits for learning are not the same for everyone. It emerged from this research that the two solutions studied make it possible to put struggling pupils into action thanks to the presence of drivers pupils, but they do not always have the opportunity to progress in their learning. Then, it turned out that some pupils have been more reserved in the activities. In order to promote the integration of all, the addition of collaboration phases can be interesting to implement in future research.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02540184
Contributor : Bibliothèque Inspé Académie Nantes <>
Submitted on : Friday, April 10, 2020 - 5:18:58 PM
Last modification on : Friday, October 23, 2020 - 5:00:19 PM

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  • HAL Id : dumas-02540184, version 1

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José Maria Vélazquez Blondet. L’usage de la pédagogie collaborative pour différencier les apprentissages. Education. 2018. ⟨dumas-02540184⟩

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