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            <title xml:lang="fr">Croquis et différenciation : des enjeux épistémologiques en classe de géographie</title>
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                <forename type="first">Audrey</forename>
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                <authority type="supervisor">Lucie Gomes</authority>
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                <term xml:lang="fr">Groupe de besoins</term>
                <term xml:lang="fr">Différenciation</term>
                <term xml:lang="fr">Langage cartographique</term>
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              <p>The sketch is one of the principal exercise while studying geography. Various researchers have highlighted the features of the sketch, composed by a verbal language and a graphic language. In order to help the students in their quest of acquiring more geographic knowledge, the best way is to create different activities in which they will use their sketching skills. This is an important exercise, but also a complex one, which is why it is used as a final exam during the final exam of geography in secondary school. Indeed, having to create a sketch thanks to a text isn’t simple, and is perfectly suitable to set up the differentiation. After a diagnostic phase, the differentiation between the students was organized: by creating different groups, according to their needs, they had a few tools, that they could use to help them. However, this type of differentiation wasn’t really successful because they didn’t knew how to use the toolkit that they had, and weren’t helping each other. A formation for the teacher can be consider.</p>
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              <p>Le croquis est l’exercice-type dans la géographie scolaire. De nombreux chercheurs ont mis en évidence les caractéristiques du croquis composé d’un langage verbal et d’un langage graphique. Aussi, il est préconisé, sur cet exercice, de mettre en activité les élèves pour qu’ils construisent un savoir géographique. De par cette complexité et de sa présence dans la nouvelle épreuve du baccalauréat (transposer un texte en croquis), le croquis était propice à la mise en place d’une différenciation. Après avoir réalisé une phase de diagnostic, celle-ci a pris la forme d’une formation de groupes de besoins et d’une boite à outils. Cependant, ce type de différenciation n’a pas réellement fonctionné puisque les élèves ne sont pas entraidés et que la boite à outils a été très peu utilisée. Une formation des professeurs serait donc à envisager.</p>
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