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Master Thesis

Initiation à l’argumentation scientifique en cycle 4

Abstract : The subject of this study deals with the ability of the cycle 4 students to progress in scientific argumentation. The objective is to observe if the implementation of methodological automatisms among students, inexperienced in this field, allows them to progress. It is through exercises (nammed complex tasks) that two competences will be regularly assessed and will provide pieces of information on their advancement. These tasks consist in responding a question by presenting arguments in order to prove the answer. In order for them to acquire the automatisms we will give them aids depending on their difficulties. Their aim will be to help students to understand the approach. This reflection aid will help them to acquire a method to succeed in complex tasks. A comparison between the results of the first and the last complex tasks will help us to estimate the efficacity of those methodological automatisms. Based on our results, we can say that our hypothesis is verified because we can notice a general improvement in student results (and especially among students with weak knowledge) : in their ability to analyse documents as well as in their ability to demonstrate their arguments and de facto their responses. However, these results need to be nuanced by taking into account the limits of the study.
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Master Thesis
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Submitted on : Friday, March 12, 2021 - 4:01:50 PM
Last modification on : Sunday, September 12, 2021 - 3:16:24 AM


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  • HAL Id : dumas-03168010, version 1



Élodie Perazza. Initiation à l’argumentation scientifique en cycle 4. Education. 2020. ⟨dumas-03168010⟩



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