Dissertations / Theses on the topic 'Apprentissage et savoirs'
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Sola, Christel. "Toucher et savoir : une anthropologie des savoirs et savoir-faire haptiques." Nice, 2005. http://www.theses.fr/2005NICE2011.
Touch is a complex sense whose modes may be passive or active. In fact, we distinguish between two types of tactile perception : cutaneous or passive perception and haptic or active perception. Professionals and artisans such as fashion designer, pattern designer, couturiers, leather workers, furriers, carpenters, cabinet makers, wood carvers, weavers and potters, possess haptic competence, or even expertise, to varying degrees. This competence depends on a set of cognitive processes involving recognition, identification, denomination, organisation and interpretation of sensory information. In this paper, we will firstly review the theoretical bases of an anthropology of touch. Secondly we will discuss the different dimensions involved in the perception process : feeling, naming, remembering and classifying. The final chapter will examine sharing, a central notion of anthropology, in order to determine whether sensations and perceptions, knowledge and know-how, lexical terms and meanings are shared by the members of any or several of the above mentioned professions
Luisi, Graziella. "L'influence du développement cognitif sur les savoirs et savoir-faire de l'enfant à l'égard des marques." Paris 9, 1999. https://portail.bu.dauphine.fr/fileviewer/index.php?doc=1999PA090017.
Weil, Benoît. "Conception collective, coordination et savoirs : les rationalisations de la conception automobile." Paris, ENMP, 1999. http://www.theses.fr/1999ENMP0965.
Johanet, Bertrand. "Problématisation et lecture littéraire au lycée : construction de savoirs." Thesis, Nantes, 2019. http://www.theses.fr/2019NANT2022/document.
Can reading literature be viewed as problem building and can it help high-school students get involved in encountering, getting familiar with, written works and acquiring critical skills? This is what this doctoral research defends within the theoretical framework of problematization (Fabre, Orange) and in the perspective of the theory of the subjective reader. This research first questions the presence of the paradign of the problem in the field of teaching French along with its links with the current methods of literature reading in high school: what does setting a problem about a text mean and is there a specific way to problematize one’s thinking in the field of Literature studies? It assumes that the problem-building process may be a relevant method of reconfiguring the text by the student, and that it may shed light on the links between subjective impressions and objectifying reading. This work then puts this hypothesis to the test. With the help of recordings of class activities at Première and Seconde levels and post-lesson interviews of students and teachers, it analyses students’ language interactions using problematization’s lozenge and provides elements likely to generate the activity of problematization as well as certain prerequisites to its triggering student involvement and the development of literary reading skills. Finally it analyses a survey carried out with French departments in two schools experimenting on how they guide students through their encounter of texts, and offers a few recommendations, particularly as to adopting an ethical approach, training teachers and anchoring written works in the students’ memory
Sabinot, Catherine. "Dynamique des savoirs et des savoir-faire dans un contexte pluriculturel.Étude comparative des activités littorales au Gabon." Phd thesis, Museum national d'histoire naturelle - MNHN PARIS, 2008. http://tel.archives-ouvertes.fr/tel-00326566.
Plus globalement, à travers cette étude de cas concrète, c'est le problème de la dynamique des savoirs et savoir-faire en matière environnementale qui est abordée.
Sur le littoral du Gabon cohabitent des populations autochtones et des communautés migrantes qui, ensemble, construisent des espaces de vie en mutation continuelle. Ma recherche au sein de cet espace pluriculturel m'a permis de constater des bouleversements, des variantes, ou de quasi-imperceptibles changements dans les connaissances et les pratiques des individus et des communautés. J'ai mis au jour des dynamiques culturelles diverses qui se réalisent selon des critères techniques et identitaires : emprunt, refus d'emprunt, réhabilitation, transfert de savoir d'une communauté vers une autre, innovation, etc.
Au-delà de l'étude de la relation entre les hommes et le littoral, grâce à une contextualisation fine de la pratique et de l'apprentissage d'une dizaine d'objets culturels étudiés plus spécifiquement, j'ai identifié des facteurs internes et externes aux communautés, engendrant des changements non seulement dans les savoirs et savoir-faire, mais aussi dans les modalités de leur transmission. Avec l'assistance des analyses factorielles, mes données m'ont alors conduite à poser l'hypothèse finale que les changements et les raisons de ceux-ci sont étroitement liés aux contextes sociaux, techniques, écologiques et symboliques qui définissent fondamentalement chaque type de savoir.
Bilodeau, Karina. "Pratiques pédagogiques et développement de savoirs signifiants en formation à l'exercice d'un métier semi-spécialisé." Doctoral thesis, Université Laval, 2017. http://hdl.handle.net/20.500.11794/28004.
Dell'Omodarme, Marco Renzo. "Pour une épistémologie des savoirs situés : de l'épistémologie génétique de Jean Piaget aux savoirs critiques." Thesis, Paris 1, 2014. http://www.theses.fr/2014PA010553/document.
Jean Piaget sought to produce a genetic epistemology, that is a psychology that allowed for a qrasp of subjects' cognitive structures at different stages of their devetopment. As such his work provides a new understanding of structuralism, one grounded not in language but in action. Focused on the emergence of cognitive structures in children, his researcn shows how these structures are organized by the retationship the child entertains with the epistemic community in which he or she grows This implies that the rutes and standards that regulate this community are inseparable from processes though which knowledqe comes into beilng.This thesis proposes an analvsis of Piaqet's experiments, their protocols and accounts, that proceeds from the assumption that as a social practice scientific research is not immune to the relationships that organize social space. Cognitive antnropology, the ethnography of learning and theories of distributed cognition provided rnodels for understanding the socio-cognitive dynamics that can account for the epistemic context of genetic epistemolgy. ln this light, situated knowledges denvlnq from feminist and decolonial epistemotogies appear as paroxysmal versions of Piaget's model. Indeed, this research shows that genetic epistemology contains an implicit reflection on the social distribution of. and differential access to knowledge which nurtured critical epistemologies. It argues that the co-creation of epistemic structures and communities far frorn beinq a limit to the constitution of human knowledge may be seen as simply circumscribing the context of its emergence as a psychological experience
Chapelain, Brigitte. "L'intégration des nouvelles technologies dans les centres de documentation et d'information (C. D. I. ) : médiation des outils, médiation des savoirs." Paris 8, 1997. http://www.theses.fr/1997PA081327.
This study seeks better understanding of how students and teacher react to new technologies which are made available to them in documentation and information centres in secondary education schools, through the implementation of media libraries. Three assumptions can be retained: -the activities relative to the appropriation of a media library and the constitution of new documentary resources could be called "do-it-yourself" both from the students and the teachers point of view. -the integration of new documentary resources in education would be a more didactic problem than a pedagogical innovation. -the students could easily incorporate these new documentary resources because of the down to earth experience they have in using multimedia both at home and at school. The results of this work could be as follows: -each media library has specific features and this type of innovation must be adapted to different schools. -teachers had to use negociations, poaching and know-how to fight the strategical opposition of some documentalists. -the use by teachers of mediatised documentary and didactic resources derives more from the context of use and interrogation than from substance. - students'consultations are caracterised by mediatized and school activities, as well a metacognitive approach can be observed
Lahlali, Mounia. "La construction de sens, vecteur de l'articulation entre apprentissages individuels et collectifs : cas d'un cabinet de recrutement." Amiens, 2010. http://www.theses.fr/2010AMIE0051.
Huchet, Catherine. "Problématisation et lecture littéraire à l'école primaire : une enquête épistémologique et didactique sur les savoirs relatifs à l'enseignement-apprentissage de la compréhension et de l'interprétation." Thesis, Nantes, 2020. http://www.theses.fr/2020NANT2025.
In elementary school, knowing how to read is not limited to knowing how to decode : students must also learn to understand and interpret oral or written statements. What knowledge must they then acquire to develop those skills? The notions of understanding, interpretation and knowledge are difficult to define, from epistemological point of view. In the field of teaching French, the disciplinary content comes from heterogeneous social practices and scientific fields. Thus, concerning understanding and interpretation, the curriculapropose, in relation to two distinct theoretical fiels (cognitive psychology and theories of reception), content that seems to come from different conceptions. Is it impossible, however, to formalize a homogeneous body of knowledge in this field? Our work first questions the notion of knowledge in the field of teaching French, then we examine how the paradigm of problematization approaches this notion through the construction of problems. We then explore how psychocognitive theories and theories of reception define understanding and interpretation and what avenues for teaching they respectively propose. Then we show, starting from the notions of literary reading and problematization, how these avenues can be thought of in complementary way. Finally, we propose a didactic model of literary reading that leads us to consider comprehension and interpretation as problematization activities. Our model is based on a "forced" sequence, experimented with pupils aged 9-10
Robbes, Bruno. "Du mythe de l'autorité naturelle à l'autorité éducative de l'enseignant : des savoirs à construire entre représentation et action." Paris 10, 2007. http://www.theses.fr/2007PA100049.
The paradigm of educative authority dealt with in this thesis is trying to reanalyse a question which teachers come up against : how can they use their authority ? Agreeing about a new definition of educative authority, based on its socio-psychogenesis and its etymology, is essential. Clinic interviews led to clear up unconscious meanings of authority, according to personal stories. Clarifying interviews enabled to reveal acting knowledge used by the very same teachers when practising authority in specified situations. Verbal interventions are overshadowing in the transmission of messages, but knowledge linked to the body often turns to be more efficient. Eventually, links are being created between the aware meaning of actions and some of their unconscious significances. Thus, teachers’ authority is not “natural” but it is the result of a construction of knowledge within action
Ricard, Sandrine. "Approche exploratoire des facteurs déterminant les potentialités d'apprentissage des organisations publiques : le cas des chambres de commerce et d'industrie françaises." Nice, 1998. http://www.theses.fr/1998NICE0016.
This dissertation explores the capacity of public organization to experience organizational learning processes. Its central question is + do public organizations have the capacity to learn ? ; to answer this question, several phases seemed to be necessary. First, an extensive review of the organizational learning literature was conducted. Different learning models were examined in order to determine which factors seemed determinant in the emergence of learning processes. Then, the combination of these variables with the characteristics of public organizations enabled us to consider and synthesize several variables that could explain a great part of public organizations'learning capabilities. In the next stage, a proposed model has been used as a conceptual framework to evaluate learning potentialities of the french chambers of commerce. The study uses a questionnaire as an exploratory approach. This methodology provides the researcher with an opportunity to propose a first assessment of a wide range of variables (such as centralization, formalization, leadership styles) that might have positive or negative impacts on the development of learning processes in public organizations. The results show that public organizations are able to learn while the determinant stimuli of learning still need to be more precisely studied. Finally, it is suggested that further research could be conducted toward a better understanding of how public managers could stimulate learning. Key words : learning organization, organizational learning, public organizations, bureaucraties, french chambers of commerce
Cappe, Emmanuelle. "Conditions d'émergence et de développement des communautés de pratique pour le management des connaissances." Grenoble 2, 2008. http://www.theses.fr/2008GRE21002.
Marchand, Anne Lise. "Usage des récits expérientiels et des savoirs épisodiques dans l'apprentissage de la gestion des risques." Phd thesis, Paris, CNAM, 2009. http://tel.archives-ouvertes.fr/tel-00453455.
- un intérêt pédagogique puisque ces récits permettent le transfert et la construction de nouvelles ressources pour l'activité grâce la confrontation des expériences. Ces ressources sont des savoirs épisodiques et peuvent être utilisés pour analyser la situation, construire une réponse, ou développer des compétences réflexives. Les récits expérientiels sont une ressource pédagogique fiable (59% des savoirs exprimés lors du récit expérientiel initial sont restitués, et 26% des savoirs exprimés par l'élève sont émergents) et couramment utilisée (plus d'une situation de formation observée sur 3 contient un récit expérientiel)
- un intérêt opérationnel pour la gestion des situations à risques. Lors de résolution de problèmes, des épisodes (parmi lesquels les récits expérientiels) issus de la mémoire épisodique de l'individu sont évoqués et participent positivement à la gestion de la situation. Ce type d'évocation est très courant (2 situations sur 3) et considéré comme particulièrement utile. On constate également que plus un épisode est proche de l'individu (un épisode vécu étant plus proche qu'un récit expérientiel partagé au sein du collectif, lui même plus proche qu'un cas d'école proposé par l'organisation), plus il supporte de savoirs épisodiques utiles dans la situation à gérer. L'intérêt de cette thèse est d'identifier le partage de récit expérientiel comme une pratique informelle déjà en place, peu coûteuse, utile à la formation et à la gestion des risques. Le partage de récit expérientiel mérite donc à la fois d'être considéré scientifiquement comme un outil à part entière dans la construction des ressources face aux situations critiques, et d'être développé au sein des organisations.
Forget, Marie-Hélène. "Pratiques d’écriture de justifications d’élèves plurilingues du 1er cycle du secondaire. Entre savoirs d’expérience et apprentissages en classe de français." Thèse, Université de Sherbrooke, 2014. http://hdl.handle.net/11143/5373.
Machado, Pinto Fabio. "Les pratiques corporelles et le rapport aux savoirs : logiques et processus de mobilisation à l’apprentissage des pratiques corporelles en éducation physique scolaire au Brésil." Paris 8, 2012. http://octaviana.fr/document/168095238#?c=0&m=0&s=0&cv=0.
Since the 1980s, the legitimacy of the scholar Physical Education is in question. The official documents and research on PE, only identified, as a problem, teaching practices where the individuals of these practices are often forgotten. This thesis, analyzes the relationship of the body practices in school as “student activity”, but not the one that seeks to understand its efficiency, but its previous state, the one of "sense and mobilization” in the learning of games and sports,"what mobilizes the child to learn the body practices in PE classes”. For this purpose, we have established a corpus of declarative data (balance of knowledge, questionnaires and interviews), and on the concrete movement of the students (observation of PE classes). The analysis of balance of knowledge and questionnaires, shows that body practices learned from outside school, are those that are also preferred in the scholar PE. Therefore, the body practices prevailing at the scholar PE mobilizes the students, but mostly to play, not to learn. The second stage of research, identifies four types of logic that are in the basis for PE mobilization: "logic of being a good student”, “logic of distinction by performance" in PE, "logic of the distinction by transgression”, “logic of obligation”. These shown different relations to education, to the PE and to the body practices. We found different “mediation” processes of adults or classmates, in different means, which highlights the dialectic between the sociocultural conditions and body practices taught in the PE
Zibara-Ochoa, Luisa. "Communautés de savoir et processus d'innovation : le cas de la communauté des ergonomes d'Orange." Paris 9, 2010. https://portail.bu.dauphine.fr/fileviewer/index.php?doc=2010PA090020.
Corniquet, Claire. "Ancrage social, ancrage spatial: circulations des savoirs céramiques chez les potières de l'Arewa et du Kurfey, Niger." Doctoral thesis, Universite Libre de Bruxelles, 2013. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209394.
Doctorat en Histoire, art et archéologie
info:eu-repo/semantics/nonPublished
Hemdi, Ali. "Étude du processus d'enseignement-apprentissage du concept de résistance des matériaux : influence des discours des enseignants de mécanique sur leurs pratiques." Aix-Marseille 1, 2010. http://www.theses.fr/2010AIX10120.
Fillol, Charlotte. "L'émergence de l'entreprise apprenante et son instrumentalisation : études de cas chez EDF." Paris 9, 2006. https://portail.bu.dauphine.fr/fileviewer/index.php?doc=2006PA090036.
« Coming of knowledge society » and « omnipresence of information technologies ». Those two expressions sum up the current firm environment evolution and express the theoretical and managerial challenges to be taken up. Our research stands in the middle of those two fields and aims at understanding the learning organization emergence. Our theoretical reflection, fed by literature on learning organization, management tools, and connected field – learning and information systems – suggests a systemic conceptualization of the learning organization, characterized by its climate, its learning process and its management tools. The analysis of five case studies, based on 67 semi-conducted interviews and 26 days of observation, confirm and precise this conceptualization. Our results hinges on three points. We establish the phases of the two degree of socialization that constitutes the mechanisms to pass from a learning level to another. We analyze the management tool function in those mechanisms and the moderating factors of this function. Eventually, we bring an emergence modelling and axis of management to become a learning organization
Rivet, Christian. "La connaissance tacite et les dispositifs de formation : le cas du "savoir être" dans une organisation." Grenoble 2, 2008. http://www.theses.fr/2008GRE21021.
The objective of this research is to show how training permits the transmission of tacit knowledge and more precisely of interpersonal skills within an organisation. On the basis of theoretical arguments and a case study on an international company we have set out to understand the dynamics of knowledge and the articulating stages between tacit and explicit knowledge. This explorative study has contributed to highlight how difficult it is to internalise tacit knowledge. In order to understand behavioural intention consisting in improving "services within a company", we have studied works on intention and media. Backing up on existing theory on behaviour and interpersonal skills, we have built a theoretical model from which originated a selection of hypotheses. The latter were tested by way of a survey composed of 42 items to which 217 people answered. We then resorted to the structural equation method to measure the results. With this confirming phase, we have improved our model and answered questions on a theoretical and managerial level. Thus, this research has enabled us to better comprehend how interpersonal skills are transmitted when using learning infrastructure with different media sources
Malet, Agnès. "Savoirs et connaissances mathématiques spécifiques du professeur pour l'enseignement du nombre à l'école maternelle." Thesis, Clermont-Ferrand 2, 2016. http://www.theses.fr/2016CLF20029/document.
Teaching numbers in preschool is addressed though the specific mathematical knowledge of the teacher himself. This thesis work comes within theoretical didactical situations. A modeling system for specific mathematical knowledge is suggested in order to study the way ten teachers teach numbers. This work is completed by a short training course related to quantity knowledge. This thesis work analyses the impact of these new specific fields of knowledge for five amongst ten of these teachers. The final result of the research work is highlighted by teachers training
Martinez, Perez Christian. "Apprendre et Appartenir La socialisation ouvrière à l'aune des apprentissages professionnels, sociologie comparée des ateliers de construction métallique et d'une grande entreprise d'aéronautique." Phd thesis, Université Paris VIII Vincennes-Saint Denis, 2011. http://tel.archives-ouvertes.fr/tel-00651566.
Roux-Paties, Isabelle. "La professionnalisation des professeurs des ecoles comme experts de l'enseignement-apprentissage : discours et pratiques des professeurs des écoles débutants." Thesis, Bordeaux, 2014. http://www.theses.fr/2014BORD0278/document.
To meet the growing needs in formation in modern societies, school is expected to have greater efficiency in its instructional and educational objectives. With regard to this context, we can understand the primacy of a conception that teaching is more an applied science than an art. From this view, the efficiency of the school implies that teachers are "experts of the teaching-learning process". This model underlies the official texts governing the training of teachers in the contemporary period. Consequently, it is at the heart of the teacher professionalization. The central question addressed in this doctoral dissertation concerns the status of this model in primary school teachers at the beginning of their professionalization. For this purpose, three types of observational data were collected from novices primary school teachers at different stages of initial training, and in different contexts: discourses from interviews; classroom practices; responses to a questionnaire. Our analyzes showed a teacher professionalization in tension between institutional recommendations and difficulties in the classroom monitoring. The weight of the professional constraints practices superseded the emphasis on scientific and educational knowledge. Representations of novice primary school teachers appeared to highlight the skills of the classroom management, as the relations between teacher and students, rather than the theoretical expertise and didactical engineering
Suissa, Dédé. "Langage et apprentissage en éducation musicale à l'école et en formation professionnelle : un exemple dans une situation de production sonore et d’analyse auditive." Thesis, Bordeaux, 2016. http://www.theses.fr/2016BORD0366/document.
At the moment, didacticiens of the diverse disciplines wonders about the linguistic practicesoperated to think, to negotiate meanings and stabilize knowledges within the school contexts(Jaubert, Rebière). Participating in this research in musical education, the object of thisstudy concerns the analysis of " the tool " language (oral and paper), at the same timelinguistic and musical, in the acquisition of the knowledge of the pupils of the school and thestudents for the teaching profession of schools. It joins in a historical and culturalperspective, which sees in the language a tool of conceptualization
Sakama, Simon-Narcisse. "Savoirs locaux agroalimentaires : analyse anthropologique des processus de la production du manioc en Centrafrique." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3059.
This work describes the production processes of local knowledge on cassava and their learning styles and circulation by Central African farmers, who are confronted with the implementation of agricultural policy and food of the country. Local knowledge on cassava are a set of techniques and know-how acquired and built by farmers through learning that highlight interaction of the actors belonging to different social worlds. My research is based on multi-located field surveys to Pissa at Yaloké and Sibut, and participant observation of experience in farm work and learning "know-grow" that led me to identify socio-economic changes and knowledge of mutations induced by the emergence of farming knowledge. These are hybrid knowledge built by the social, economic contexts and agro-ecological interactions in scientific knowledge broadcast on-farm. Transfers of technical-scientific knowledge carried by cassava production projects led farmers to reinterpretations which adapt the information received to their needs. The example of the practice early and late cuttings as adaptive techniques to climate change calls to rethink the question of consideration of the farmers' knowledge by scientists in terms of social knowledge to the needs of farmers
Degboe, Komi Enyo. "La didactique comme levier de transformation des pratiques éducatives et de la formation au Togo, à travers la question du sens, du rapport aux savoirs et des "activités orientantes." Thesis, Université de Lorraine, 2015. http://www.theses.fr/2015LORR0323.
This thesis deals with the transmission and the building of knowledge in Togolese class. It aims at prospectively focusing on the teaching-learning processes at stake in Togo. Our issue is to enlighten not only what is at stake regarding the grade repetitions but also the poor professional insertion of the students when compared to the teachers professional standards. Basing our Togolese field survey on the teaching command in secondary classes, we’re assuming the idea of “guiding activities” enabling us to stress the teachers’ skills. Our approach lies on showing how a better taking into account of the meaning assigned to the pupils’ learning processes, arises questions regarding the evolution of the teaching practices
Ziani, Ghaouti. "Place des forums dans un dispositif de formation hybride appuyé sur la plateforme Moodle et médiatisation des savoirs : étude de cas en France et en Algérie." Electronic Thesis or Diss., Université de Lorraine, 2015. http://www.theses.fr/2015LORR0246.
The university context of hybrid formation, articulating group lessons and distance is apprehended here as a field of study on communication practices and media coverage of knowledge between learners. The question that guides our research is: How to explain the use or non-use communication tools of learning platforms of higher education? Are the activities of learners with platform communication tools (discussion forums) are knowledge activities? We have been situated in an interpretative epistemology, which oriente our attention on the discourses of interviewees (teachers and students) in two different cultural contexts, the University of Lorraine in France and universities of Tlemcen and Ouargla in Algeria. We examine media coverage of knowledge by convening the concepts of knowledge activities (Gérard, 2000) to analyze the discourse on activities that students are communication tools.At the end of our empirical study, we show that a hybrid device communication tools platform for learning open a range of possibilities but does not select for themselves the path that will monitoring for mediatisation of knowledges among learners. It responds to social and educational constraints facing uses. The mediatisation of knowledges is the product of interactions between all opened by the communication tools of learning platform opportunities, other communication practices, and social and educational constraints (role of the teacher, student engagement, ...) which characterize the context of inserting these communication devices. In this educational context, we found it almost impossible to imagine a process of appropriation discussion forums it is exclusively individual. It always passes through others and social relationships and even the process of knowledge construction
Catala, Benoît. "La transmission-appropriation des savoirs stratégiques et tactiques en boxe thaïlandaise : médiation et résolution de problèmes au service de la performance sportive par la comparaison de deux modèles d'entraînement et l'étude de cas d'entraînés." Electronic Thesis or Diss., Pau, 2023. http://www.theses.fr/2023PAUU3066.
The research carried out explores the didactics of Thai boxing, focusing on the dual process of strategic, tactical and technical knowledge transmission and appropriation for the purposes of optimising sport performance . The aim is to train fighters' ability to thoughtfully address challenges presented by an opponent. Our approach centers on reflective thinking occurring before, during and after a training situation's actionin order to foster reasoned, conscious boxing. We seek to acquire innovative training methods and build new relationships between to knowledge, training and trainers, breaking with traditional training models.Our study focuses on comparing the effectiveness of two training models in terms of sport performance. The first model, called the Guided Decision Pedagogy Model (PMDG), involves reinforced coach guidance for solution selection. The second model, known as the Self-Adaptive Approach Pedagogy Model (PMAA), offers less guidance and encourages boxers to independently seek solutions for specific challenges.The originality of this study lies in its interdisciplinary approach, notably associating the didactics of scientific and technological disciplines with clinical research, in a methodological approach integrating quantitative analysis tracking performance evolution in training situations, and qualitative analysis delving into practitioners' subjective experiences.The experimental protocol involved implementing two unique training models to address problems posed by an attacking opponent, for which we had quantitative data on the boxer's defensive actions. This allowed us to assess participants' progress in each group through statistical analysis. Additionally, various variables were examined to assess the relationship between methods, rounds and types of problem.We also gathered trainees' subjective experiences through semi-structured interviews conducted before and after the protocol. Analysing this data provided insights into how each individual perceived and developed their relationship to knowledge, training and the coach during the experiment.In our comprehensive analysis of results, it appears that the PMDG method is more effective for group advancement, while the PMAA method appears to be more conducive to individual progress.Regarding the interviews and the trainees' relationships to training and the coach, participants highly appreciated having some degree of autonomy. They found satisfaction in seeking solutions independently, but they also relied on the coach, especially in opposition scenarios or for validation, advice, or motivation during training. The case studies underscored the distinct experiences of each fighter in their coach-student relationship, and for some, the evolution of their ideas.This study could be extended by applying the same protocol to offensive strategies or by comparing its effects with other established models.The objective is to corroborate current findings, uncover new insights, contribute to the advancement of training and research in the realm of sports and athletics, and more generally to foster the development and exploration of novel models of knowledge transmission and appropriation
Raynaud, Serra Patrice. "L'imagination au cœur de l'apprendre : interprétations de textes pédagogiques et philosophiques pour l’imagination couplées avec des savoirs en psychologie cognitive." Thesis, Aix-Marseille, 2017. http://www.theses.fr/2017AIXM0394.
This work opens up with directive interviews of and questionnaires for secondary school teachers in order to find out if they perceive a link between imagination and learning. It is then devoted to studying and analysing official texts and syllabuses related to Mathematics and French. It proceeds with the interpretation of pedagogic writings thar refer to imagination. Based on the observation that imagination is polysemic and even polymorphic, this work interprets some pedagogic and philosophic theories on the theme of imagination. However this research remains motivated by the aim of finding out if imagination allows one to learn.This thesis is centered on the theory of schematism as described by Kant. Schematism is produced by presentative imagination which, in the analogical configuration of experience, reveals the expectation of a term, an object ; an object to seize, ʺto ap-prehendʺ, so that a link can be established, then two links be compared. Thanks to this approach by Kant we are in a position to conclude that imagination is at the heart of learning because learning is the extension of analogical experience, the outcome of presentaive imagination
Brederode, Marion van. "Savoirs scientifiques, malentendus et inégalités sociales à l'école : les formes disciplinaires des SVT en 6ème." Thesis, Paris 8, 2016. http://www.theses.fr/2016PA080108/document.
This thesis deals with the processes leading to the development of inequalities at school in the teaching of life sciences, subject often thought not to be relevant on this point. It accounts for studies taking place within the theoretical framework of the problematization, stating that scientific knowledge in the classroom should be based on reason in order to expose how the forms of life sciences as a subject might generate, actively and passively, teaching inequalities. These, in turn, would lead the pupils to develop unequally suited disciplinary awareness. The qualitative analysis of life sciences textbooks and curricula since 1958 shows the evolutions of the subject, and how, today, pupils have to acquire by themselves knowledge essential to the understanding of biological phenomena. These evolutions impede the pupils relying only on school for the construction of their scientific knowledge. This socio-historical approach is completed with a synchronic study aiming at comparing forms of the subjects taught in socially diverse schools. Their quantitative analysis is based on content from the pupils’ notebooks. Depending on the context, forms of the subject don’t solicit and trigger the same knowledge, thinking and writing skills. These differences thus seem to actively contribute to the discrepancies on how pupils apprehend the specificities of life sciences
Roux, Brigitte. "Rapport entre pensée dans l’action et pensée explicite de l’élève dans la formation des savoirs : étude de situations de course en relais et des usages du langage." Electronic Thesis or Diss., Reims, 2023. http://www.theses.fr/2023REIML019.
Our research deals with the possibilities offered by PES for transforming the student's relationship to the written word, moving him or her from thinking in action to explicit thinking. Its implementation calls upon the didactics of the disciplines of PES and French in relation to the production of writings from experience, as well as professional didactics in relation to student activity and teaching devices. Our approach is thus one of cross-fertilization between didactics. The devices we have designed place our work within an exploratory research framework that borders on action research. The activity deployed by students in PES serves as an anchor point for the study of the texts they produce, which are subjected to a comprehensive analysis coupled with an explanatory analysis that anchors our research in a multi-referential perspective. Our aim is to get all students to write, and to measure the impact of this writing on the formation of their knowledge. Our results show that our approach encourages thinking in action, which is part of a collective experience and expresses itself singularly in a new form of writing that integrates an individual/collective dialectic
Sokola, Bruno. "Usage des ressources documentaires et modélisation des pratiques d’enseignement-apprentissage de l’histoire en classe de 6e en République Centrafricaine." Electronic Thesis or Diss., Brest, 2023. http://www.theses.fr/2023BRES0099.
Our work in history didactics falls within the framework of the theory of joint action in didactics (Sensevy, 2011, Collectif Didactique pour Enseigner, 2019) and the documentary approach to didactics (Gueudet and Trouche, 2008, 2010). It focuses on the mobilization of documentary resources during the preparation and teaching of three lessons on the history of ancient Egypt, in a sixth grade class in the Central African Republic. The study first presents the usual practice of session preparation and teaching by two history-geography teachers (P1 and P2). To overcome difficulties linked to the lack of textbooks and documentary resources, the teachers' documentary work takes the form of sketching maps (for P1), and reproducing (scanning and printing in A3 format) images found in textbooks (for P2). These documents are then introduced into the lessons. They provide material support for the lessons, but don't always provide relevant signs for the students. This is why, in a second phase, we set up a joint working arrangement with another teacher (P3). The aim is to show how work carried out by both the researcher and history-geography teachers in the Central African Republic can help them overcome the difficulties they encounter in mobilizing documentary resources when preparing their teaching. To this end, we co-constructed with P3 an original session on the history of the Black Pharaohs of Egypt, based on resources downloaded from the Internet (an image of King Taharqa, Pharaoh of Egypt, and a map of the Egyptian kingdom under his reign). The co-prepared session was then implemented in class by P3. Analysis of this session reveals an epistemically rich didactic environment, despite the limited materials available. In this context, the students called on spontaneous knowledge, both of academic origin, specific to their school memory, and socio-cultural, linked to their personal life experiences, family, and ethnic tradition. Pupils mobilize this knowledge to try to meet the teacher's expectations (sometimes without producing the expected answer) and interpret the problems posed. The teacher draws on this prior knowledge to help them acquire new knowledge, through dialog-based learning games. These games lead students to investigate the relevance of their answers to the questions posed by P3, based on the documents studied. Calling on certain socio-cultural knowledge that is already present in the students'backgrounds helps them to acquire new historical knowledge
Ziani, Ghaouti. "Place des forums dans un dispositif de formation hybride appuyé sur la plateforme Moodle et médiatisation des savoirs : étude de cas en France et en Algérie." Thesis, Université de Lorraine, 2015. http://www.theses.fr/2015LORR0246.
The university context of hybrid formation, articulating group lessons and distance is apprehended here as a field of study on communication practices and media coverage of knowledge between learners. The question that guides our research is: How to explain the use or non-use communication tools of learning platforms of higher education? Are the activities of learners with platform communication tools (discussion forums) are knowledge activities? We have been situated in an interpretative epistemology, which oriente our attention on the discourses of interviewees (teachers and students) in two different cultural contexts, the University of Lorraine in France and universities of Tlemcen and Ouargla in Algeria. We examine media coverage of knowledge by convening the concepts of knowledge activities (Gérard, 2000) to analyze the discourse on activities that students are communication tools.At the end of our empirical study, we show that a hybrid device communication tools platform for learning open a range of possibilities but does not select for themselves the path that will monitoring for mediatisation of knowledges among learners. It responds to social and educational constraints facing uses. The mediatisation of knowledges is the product of interactions between all opened by the communication tools of learning platform opportunities, other communication practices, and social and educational constraints (role of the teacher, student engagement, ...) which characterize the context of inserting these communication devices. In this educational context, we found it almost impossible to imagine a process of appropriation discussion forums it is exclusively individual. It always passes through others and social relationships and even the process of knowledge construction
Richard-Bossez, Ariane. "La construction sociale et cognitive des savoirs à l'école maternelle : entre processus différenciateurs et moments de démocratisation : le cas des activités relatives à l'écrit en grande section." Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3087.
This thesis examines the construction of knowledge in French preschools and the schools’ differentiations between pupils that can occur in this process. Based on a sociology of the curriculum, crossing sociology of education and sociology of knowledge, this study considers school knowledge in its double dimension, at the same time social and cognitive, and underlines how these two dimensions weave mutually. On an empirical level, this work draws on a field study of observations in six classes of grande section, situated in various social backgrounds and is most notably centred on written language learning. The data analysis shows that if during school activities social and cognitive differentiating operations can be repeated, moments of revision of these operations can also be discerned, thus opening up possibilities of learning democratization. More widely, this research highlights the relational nature of the knowledge building process, by showing how this process is coproduced in situations from elements internal and external of these situations
Boboc, Anca. "Formes de socialisation dans la conception automobile : Le cas de Renault." Phd thesis, Ecole des Ponts ParisTech, 2002. http://tel.archives-ouvertes.fr/tel-00005669.
Cette thèse s'appuie sur trois ans de recherche de terrain chez Renault, au sein des groupes projet en charge soit du développement du véhicule avant sa commercialisation, soit des évolutions enregistrées par celui-ci après sa commercialisation.
Pour analyser cette dynamique des connaissances dans l'organisation et pour éclairer le processus de conception, en faisant le lien entre ses dimensions individuelles et collectives, nous proposons dans cette thèse un détour par les formes de socialisation que nous entendons comme des modes d'action réciproque.
La modélisation que nous avons construite met en évidence l'existence de trois formes de socialisation - les formes cadrées, les formes moyennement cadrées et les formes non cadrées - en fonction du degré d'intensité de la socialisation entre les acteurs.
Ces formes de socialisation rendent compte de catégories différentes d'interactions qui apparaissent dans des temps et des espaces différents, ainsi que dans des communautés d'acteurs différentes.
Les formes de socialisation nous permettent de parler autant de la coordination et de la coopération que de l'apprentissage. Si nous les regardons par le prisme de l'apprentissage engendré par les interactions entre les acteurs, ces formes de socialisation nous apparaissent comme des formes d'apprentissage. Vues de cette manière, les formes d'apprentissage permettent de mettre en évidence la déviation de la trajectoire du processus d'apprentissage induite par le pouvoir ou par l'arbitrage.
Ces trois formes de socialisation sont interdépendantes et " s'alimentent " réciproquement : chacune d'elles a des limites qui induisent des dysfonctionnements palliés par les deux autres formes.
La manière dont ces trois formes de socialisation s'articulent est essentielle pour comprendre la dynamique des connaissances dans l'organisation, et, par là, les différents problèmes posés aux concepteurs ainsi que les solutions possibles de sortie de l'impasse.
La compréhension de la manière dont ces formes se maintiennent ouvre des voies nouvelles pour la gestion des connaissances dans l'entreprise.
Zombré, Inès. "Savoirs communautaires et expérientiels d'engagements volontaires comme contributions éducatives pour les sciences infirmières : étude de cas d'un organisme communautaire de lutte contre le VIH/sida." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38553.
Sargis, Caroline. "Le processus de création et de diffusion de connaissance : une étude de cas exploratoire dans le secteur bancaire." Lille 1, 2002. https://pepite-depot.univ-lille.fr/RESTREINT/Th_Num/2002/50374-2002-9.pdf.
Gonzalez, Perez Claudia Rocío. "La Organización creadora de conocimiento, la organización sináptica." Lyon 3, 2006. https://scd-resnum.univ-lyon3.fr/out/theses/2006_out_gonzalez_c.pdf.
Armoudon, Nicole. "Rapport à l’école et perception de la réussite des collégiens d’Apatou de Guyane." Thesis, Paris 10, 2015. http://www.theses.fr/2015PA100204/document.
Researches carried out in French Guiana, reveal that the school system isn’t adapted in regards to the territory’s geographical and sociolinguistic situation. Reported at the national level, the school outcomes rank French Guiana on the tail of the peloton. It is a diversified society where anciently settled people and recently settled ones must live together. Language difficulties are shown as conveyors of school failure. Academic success applies to all sites and to the entire school population. Before the 70s, bushinengue considered as “indigenous” or “tribal”, according to the terminology in use at that time, were excluded from the political, economic, social and educational systems. They were essentially governed by customary laws. After 40 years of administrative and statutory changes : This research aims at understanding, how high school students, learning subjects develop and how do they evolve in school, through the notion of relationship to knowledge. Data on the specificity of their educational background will be collected from observations, interviews and questionnaires. It will contribute to understanding how individuals from a society undergoing massive changes and can manage to cultivate their success
Benmahdi-Gombert, David. "Dispositif socio-technique d'information et de communication épistémique (DISTICE) : de l'élaboration communautaire d'informations vers la construction collaborative d'un dispositif de gestion de connaissances." Paris 8, 2010. http://www.theses.fr/2010PA083225.
As the paradigms of Information and Communication Sciences evolve towards those of Knowing Society, the relation between individuals, society and ICT needs to be reassessed in a context of knowing. Within this framework, this dissertation aims at contributing to the development of the field of knowing management. I attempt to define a new model of information transmission and circulation, using a constructivist, social and instrumental approach of information exchanges. This new model integrates the mechanisms of social interaction in the transmission and creation of knowledge within the processes of knowledge management, learning and epistemic exchanges. In this perspective, the digital habitats, built using ICT, are viewed as participating elements in creating social and semiotic mediation spaces promoting the individual and collective dynamics of knowing management. This research dissertation thus contributes to the debates trying to go from a positivist to an anthropo-phenomenological definition of knowledge. Lastly, through a new analysis of the knowledge management systems, this dissertation enriches the debates on the elaboration of conceptual tools within the framework of "sociétés du savoir" (UNESCO, 2005) and contributes to exploring new research trails in ICS. This body of work is to be viewed as part of the great humanistic debate to define new paths for the construction of "knowing communities", integrating the cultural diversities and the contingent specificities of their components
Gonzalez, Perez Claudia Rocío Savall Henri Casalet Mónica. "La Organización creadora de conocimiento, la organización sináptica L'organisation créatrice de connaissances, l'organisation synaptique /." [S.l.] : [s.n.], 2007. http://thesesbrain.univ-lyon3.fr/sdx/theses/lyon3/2006/gonzalez_c.
Thèse soutenue en co-tutelle. Texte en espagnol. titre en français et en espagnol. Bibliogr. p. 200-209.
Eastes, Richard-Emmanuel. "Processus d'apprentissage, savoirs complexes et traitement de l'information : un modèle théorique à l'usage des praticiens, entre sciences cognitives, didactique et philosophie des sciences." Thesis, Paris 1, 2013. http://www.theses.fr/2013PA010593/document.
Aiming at bridging education sciences, cognitive sciences and philosophy of science both theoretically and practically, this thesis develops a didactical model at the interface between these fields: the allosteric learning model developed by Giordan (1988) et al. (1992), understood in the context conceptual change theories paradigm. Fueled by the recent works of cognitive psychologists on learning processes such as neuronal recycling (Dehaene, 2007) or cerebral inhibition (Houdé & Tzourio-Mazoyer, 2003), as well as on various theories related to the thought processes such as behavioral economies (Tversky & Kahneman, 1982) or the Skills-Rules-Knowledge framework model (Rasmussen, 1990), this model develops and refines the concept of allostery through the description and formalization of specific processes that take place in complex learning situations : the deconstruction-reconstruction of conceptions. Based on the theorization of the model, done through the use chemical reactivity formalisms in line with the initial metaphor of allostery, it is possible to deduce various operational and fruitful didactical environments for teaching practitioners or science communication professionals. These theoretical projections are then put to the test through didactic experimentation taking the shape of field research on the notion of counter-intuitive experiment (Eastes & Pellaud, 2004) conducted with different types of target groups
Brandt-Pomares, Pascale. "LES NOUVELLES TECHNOLOGIES DE L'INFORMATION ET DE LA COMMUNICATION DANS LES ENSEIGNEMENTS TECHNOLOGIQUES De l'organisation des savoirs aux conditions d'étude : didactique de la consultation d'information." Phd thesis, Université de Provence - Aix-Marseille I, 2003. http://tel.archives-ouvertes.fr/tel-00983535.
Beaujouan, Joffrey. "Contributions des récits professionnels à l’apprentissage d’un métier : le cas d’une formation d’ergonomes." Thesis, Bordeaux 2, 2011. http://www.theses.fr/2011BOR21836/document.
This research aims at understanding the contribution of professional narrative accounts in preparing future ergonomists for their profession. It follows the recent introduction of a training program piloted by teachers in a university training center during which ergonomists gave students narrative accounts about their professional practice. The study of the effects of these narratives indicates that their educational purpose does not prejudge how the student will use them in a learning perspective. Some narratives were much more captivating, were better remembered, and produced much more targeted effects of ergonomics training than others by a majority of the students. All the narratives are not equivalent. Several favorable learning conditions were identified, among them the development of the professional’s explanation of the educational purpose of the narrative account, using dynamic visuals, giving real applications of how the accounts could be useful for students, involving the addressees of narratives and the development of the number of problem situations discussed during professional narratives and their resolutions. These results highlight the crucial role of the trainer and professional contributors, and provide food for thought regarding the design of training programs and the conditions of production, narration and utilization of accounts by the students and the participating professionals. We also note an influence of the student’s own cultural background, goals and mobiles in the process of operating accounts. We argue the principle of a double contribution {narrative-subject} whose some coupling properties promote a productive use of narratives.Finally, several professional guides use narratives in the context of university education are developed. They address several audiences. First, anyone wishing to be guided in developing an account of his experience. In addition, anyone wishing to engage professionals to share their experience in a training context.Keywords: professional training, professional narratives, ergonomics, teaching situation, conditions and learning process, episodic knowledge
Bouchereau, Aymeric. "Les objets connectés au service de l'apprentissage." Thesis, Bourgogne Franche-Comté, 2020. http://www.theses.fr/2020UBFCC018.
Learning - a vital principle of evolution - ensures the transformation of primary data captured by our senses into useful knowledge or abstract and general ideas that can be used in new situations and contexts. Cognitive neuroscience shows that the mechanisms of learning are stimulated by cognitive (e.g. wondering, evaluating errors), physical (e.g. manipulating, moving) and social (e.g. debating, collaborating) engagement. The learner builds knowledge through experience, by exploring his environment, formulating hypotheses and experimenting.Learning is crucial in a context where the exponential evolution of information and communication technologies is changing objects, practices and uses. The development of the Internet of Things (IoT) transforms common objects (e.g. light bulbs, watches, cars) into connected devices (CD) that can collect data and act on the user's environment. Learning becomes both biological and artificial and allows the creation of artificial intelligence systems (AIS) that analyse large volumes of data to automate tasks and assist individuals.Technologies can support learning when the technical possibilities they offer are used to support the process of knowledge construction. Thus, this thesis focuses on learning in the context of IoT and examines how the specificities of CD can be articulated with the mechanisms of learning.In order to identify the characteristics of learning in the context of IoT, we studied existing uses of CD. Based on the state of the art, we proposed a conceptual tool describing the IoT through four dimensions of analysis: Data, Interfaces, Agents and Pervasiveness. This tool enabled us to identify, list, classify and ultimately analyse the uses of CD for learning. In the context of these uses, learning is characterised by physical commitment, contextualisation of knowledge and bringing pedagogical activities closer to reality.Building on the results of this initial work, we have developed an approach to put the specificities of CD to learn sciences. The abstract and often counter-intuitive aspect of scientific knowledge hinders their learning, partly because our perception of reality is subjective and limited by our senses. However, data collected by CD and analysed by AIS provide information about the environment that can be used to extend human perception.Therefore, the objective of our approach, translated by the Data - Representations - Interactions (DRI) model, aims at exploiting OCs and SIAs to facilitate the observation of physical phenomena. According to the DRI model, the learner interacts with representations of a physical phenomenon generated by CD and AIS. In accordance with the mechanisms of learning (e.g. constructivism, role of experience), the learner is led to make observations and manipulations, formulate hypotheses and test them. In order to evaluate the effects and constraints of the DRI model, we have designed LumIoT devices dedicated to the learning of photometric quantities (e.g. luminous flux, luminous intensity, illuminance). Then, we conducted an experiment with 17 students of the Master 1 Multimedia Products and Services of the University of Franche-Comté (Montbéliard).The results of the experiment show that the LumIoT devices, based on the DRI model, have facilitated the observation and understanding of photometric quantities. By making abstract knowledge accessible, the DRI model paves the way for learning devices using CD and AIS to mediate knowledge
Ndiaye, Mbemba. "Etude communicationnelle des usages des TIC dans le milieu éducatif sénégalais : le cas des lycéens de Dakar." Thesis, Aix-Marseille, 2017. http://www.theses.fr/2017AIXM0358.
Information and communication technologies (ICTs) are central to Senegalese public debates. Moreover, the leaders of this country view them as very advantageous to education. However, their introduction in high schools raises a lot of questions from both researchers and educators as regards their usage. This study is about digital practices of high school students Our aim is to understand the extent to which the use of ICTs can enable them to acquire knowledge. Understanding in this regard implies looking at the perceptions, knowledge and skills related to the use of computerized tools, but also the meanings of this usage. The use of ICTs by pupils is also of particular interest to researchers in the fields of humanities and social sciences, especially those in the sociology, cognitive sciences and education areas. Thus, in order to better define the subject, this study used a multidisciplinary theoretical approach and a plural methodology (questionnaires, direct observation and interviews) as well as specific tools (voice-recorder, notes and screenshots) to collect data during two field investigations that were conducted in Dakar secondary schools (from March to April 2013 and November to December 2015). The analysis revealed that these learner-users use digital technologies for learning purposes but also highlighted the "dark side" of their practices. On the basis of the data obtained, we also suggest ways in which ICTs can be optimally integrated in teaching and learning practices
Nelson, Augustin. "Rapport(s) aux(x) savoir(s) scientifique(s), situations didactiques et modes d’interactions en salle de classe en Haïti- Étude exploratoire auprès d’élèves de la fin du secondaire de la zone métropolitaine de Port-au-Prince." Thesis, Lyon 2, 2012. http://www.theses.fr/2012LYO20039/document.
We predict to better understanding the Haitian learning experience through the notions of its relationships with knowledge and how these relationships are built within the school system environment as a member of society leading up to the integration. This approach is based on individual students’ stories and statistical facts issued from sociological studies. On one hand, these stories and facts are been analyzed and interpreted within theoretical and academic frameworks developed by ESCOL (Charlot, Bautier, Rochex). On the other hand, they have been analyzed by Beillerot from a clinical perspective, and analyzed by Haydwe from a cultural standpoint. The socio-politic and economic situations have contributed to the complexity of the relationships between the learners and school environments. Consequently, teachers have endured difficulties to motivate students to learn meanwhile students have expressed desire to drop out from school given that academic success has not been sufficient to ensure a sustainable future to them. Nevertheless, Haitian parents, in spite of limited resources continue to invest in the education of their children. Herein, begin the idea of understanding what it means for young Haitians to attend school, to work or not, to learn and understand what they are being taught in school.Our central question: What are the influential factors within the relationships between the learners and Haitian school system? Our hypothesis: The motivation of a student to learn depends on intrinsic motivation; and the interaction between him or her and the school institutions trough interaction with teachers and administrative personnel.These issues are raised from the organization of the educative system through several institutions in assessment of the quality of instruction, relation with the school culture, questions on the importance of education, etc. We try to formulate the problem of the Haitian school system from a “positive model” of the learners’ circumstance. One of the findings, since knowledge is presented in bulk, those who do not have a "survival" strategy, are lost in the society frightening indifference
Perron, Séverine. "Etude de l'articulation des démarches d'investigation scientifique avec les autres savoirs composant la structure disciplinaire : cas d'enseignants de sciences de la vie et de la Terre exerçant en collège français." Thesis, Brest, 2018. http://www.theses.fr/2018BRES0063/document.
Scientific inquiry are present both in institutional texts and in scientific literature. In this research, we study how French teachers articulate the processes of scientific inquiry (DIS) with other knowledge in the sciences of life and the Earth (SVT). Our work is based on three constructs: investigation procedures, disciplinary knowledge and teaching practices. The methodology is based on a mixed research of explanatory sequential type and descriptive nature. Three types of instrumentation are used to collect the data: a questionnaire, semi-directed interviews and observations of class sessions. Data from closed and open questionnaire questions are analyzed using a lexical approach using SPSS® and IRaMuTeQ® software.Data from interviews and observations are analyzed using a thematic approach using a grid constructed a priori. We identify through this research work a disappearance of conceptual knowledge during implementation of DIS in the classroom. Teachers do not necessarily want their students to acquire or mobilize conceptual knowledge. The skills or attitudes often associated with DIS are prioritized. Finally, some teachers may, for lack of epistemological knowledge related to the construction of knowledge in SVT, ignore that the objective of the DIS would be the reconstruction of conceptual knowledge and as such consider the DIS as a way of reasoning, such as skills or even multidisciplinary skills (English, French, etc.)
Nezet, Michael. "Les communautés de pratique en entreprise sous l'angle de leur animation : analyse et enjeux." Thesis, Reims, 2015. http://www.theses.fr/2015REIML002/document.
This research focuses on communities of practice (CoP) in companies. Referring to Wenger and situated learning, it was to examine the role(s) of the facilitators in terms of member's learning. From a corpus of 31 interviews of people from 21 companies, as well as various secondary materials, I analyzed the terminology used by companies and facilitators and modes of structuring CoP. While learning issues appear less central than assumed, an institutionalization and formalization of communities and facilitators are apparent. A majority of CoP are implemented and supported intentionally, process is formalized, they became a form of management, especially knowledge management. New roles related to the implementation and the facilitation emerge. This process is accompanied by a process of professionalization and provides a market for businesses. In this context, the role of those leaders sometimes remains ambiguous. While CoP presented as a theory, a descriptor of learning processes at work in social groups, these were transformed in the last ten years in a managerial practice, a tool that companies integrate gradually in their operation. In an economy of competition, increasingly knowledge-based, they are traversed by management issues they are supposed to meet, as a remedy for some organizational ills