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Master Thesis

Effets de la trace écrite d’institutionnalisation sur l’apprentissage des élèves en Physique-Chimie : co-institutionnalisation : une nécessité pour l’élève ?

Abstract : This report parses the implementation of an inquiry-based method for the construction of scientific knowledge in Thermal in classes of first year in vocational school. And more particularly the final phase of this practice thanks to an institutionalization experiment aimed at co-constructing the written record of knowledge with the students. The analysis of observables from this experience highlights the limits of this model drawn from constructivist pedagogy on an audience less comfortable with school play. The assessment then relates to the need to introduce elements of explicit pedagogy to ensure that the problem is well constructed among the students.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02890284
Contributor : Bibliothèque Inspé Académie Nantes <>
Submitted on : Monday, July 6, 2020 - 11:22:44 AM
Last modification on : Monday, October 19, 2020 - 3:15:16 AM

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  • HAL Id : dumas-02890284, version 1

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Marthe Chamfrault. Effets de la trace écrite d’institutionnalisation sur l’apprentissage des élèves en Physique-Chimie : co-institutionnalisation : une nécessité pour l’élève ?. Education. 2020. ⟨dumas-02890284⟩

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