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Artykuły w czasopismach na temat "Culture en géographie scolaire"
Laurin, Suzanne. "La construction de la géographie scolaire au collégial. L’enseignant et le choix des contenus d’enseignement." Cahiers de géographie du Québec 43, nr 120 (12.04.2005): 451–70. http://dx.doi.org/10.7202/022849ar.
Pełny tekst źródłaClerc, Pascal. "Les villes de la culture scolaire en géographie". Mappemonde 65, nr 1 (2002): 34–38. http://dx.doi.org/10.3406/mappe.2002.1735.
Pełny tekst źródłaMello, Bruno Falararo de, i João Pedro Pezzato. "UMA LEITURA DO DOSSIÊ DA REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA (2014): ora compêndios, ora livros escolares, ora livros didáticos". Revista Cerrados 17, nr 02 (27.12.2019): 47–65. http://dx.doi.org/10.22238/rc24482692201917024765.
Pełny tekst źródłaDontenville-Gerbeau, Aude. "Juin 2007. Immigration : former les « professeurs des écoles »". Diversité 11, nr 1 (2009): 158–61. http://dx.doi.org/10.3406/diver.2009.7876.
Pełny tekst źródłaGrataloup, Christian. "La géographie scolaire sans boussole". Le Débat 175, nr 3 (2013): 69. http://dx.doi.org/10.3917/deba.175.0069.
Pełny tekst źródłaLefort, Isabelle. "Deux siècles de géographie scolaire". Espaces Temps 66, nr 1 (1998): 146–54. http://dx.doi.org/10.3406/espat.1998.4047.
Pełny tekst źródłaGaymu, Joëlle, i Christiane Delbès. "Le repli des anciens sur les loisirs domestiques. Effet d'âge ou de génération ?" Population Vol. 50, nr 3 (1.03.1995): 689–720. http://dx.doi.org/10.3917/popu.p1995.50n3.0720.
Pełny tekst źródłaClerc, Pascal. "Dépoussiérer la géographie scolaire : quelques propositions." Géographes associés 12, nr 1 (1993): 114–24. http://dx.doi.org/10.3406/geoas.1993.1846.
Pełny tekst źródłaJournot, Michel. "Schématisation et modélisation cartographiques en France : les pratiques scolaries en débat". Cahiers de géographie du Québec 43, nr 120 (12.04.2005): 495–515. http://dx.doi.org/10.7202/022852ar.
Pełny tekst źródłaHertig, Philippe. "Géographie scolaire et pensée de la complexité". L'Information géographique 82, nr 3 (2018): 99. http://dx.doi.org/10.3917/lig.823.0099.
Pełny tekst źródłaRozprawy doktorskie na temat "Culture en géographie scolaire"
Clerc, Pascal. "Production et fonctionnement de la culture scolaire du lycée en géographie : l’exemple des espaces urbains". Paris 1, 1999. http://www.theses.fr/1999PA010688.
Pełny tekst źródłaBunnik, Benoît. "Une discipline fantôme : Les professeures des écoles et la géographie". Electronic Thesis or Diss., CY Cergy Paris Université, 2023. http://www.theses.fr/2023CYUN1218.
Pełny tekst źródłaThis thesis in geography didactics examines the relationship between Cycle 3 elementary school teachers and geography. It follows the logic of a critical geography, focusing on the question of whether it is possible to teach a discipline that may be unfamiliar. Rather than focusing on practices, this work focuses on the representations and conceptions that a group of individuals may have of a school discipline.The first part (chapters one and two) aims to reflect, from the notion of crisis, on the placeof school geography in the French primary education system, specifically in cycle 3, for CM1 and CM2classes (9 11 years old) old). A first report of crisis is made, from two sources : on the one hand two reports of the inspection générale de l' éducation nationale of 2013 and 2022 describing the situationof the teaching of geography in cycle 3 as worrying and on the other hand, the analysis of fourteenCM1 or CM2 student notebooks collected in recent years. An observation put into perspective on twoscales : that of geography and that of the school geographer, based on works of history of the disci-pline and didactics. It shows that school geography, seen as one of the five poles of geography, canbe thought of as a largely self referenced system but also hybridized by other contributions.The second part (chapter 3) presents the research methodology as well as the sources onwhich the conclusions of this work are based. It allows us to look at primary school teachers both asa specific social group and as a complex set of individuals with varied backgrounds, careers and cul-tures, thus partly explaining their relationship to the discipline of geography.The third part (chapters four to eight) seeks to show the results of the research. This rela-tionship to a discipline comes from, while constructing it in return, a culture in school geographythat needs to be explained. It is an ordinary part of daily li fe in which experience plays a major role,more than initial or continuous training. Chapter five identifies the legacies of past school forms,which prompts us to reflect on the latency that may exist between the creation of a program and itsactual imple mentation in the classroom. This latency and these legacies push teachers to tinker withtheir geography lessons (chapter six), using resources that are sometimes far removed from institu-tional demand. This results in conceiving the school geography of pri mary school as a discipline oflow intellectual intensity but also as a spectacle of the world. This situation is largely explained(Chapter Seven) by shortcomings in initial and continuous training, pushing female teachers to trainthemselves. Chapter eight shows that this lack of training offered by the institution leads theseteachers to be in tension between several postures. The one that takes place between individualsand a collective, the one that takes place between a search for efficiency and a pragmatic need foradaptation and that between the desire to be creators of their teachings and the need to follow pre-scriptions and Standards. This leads to the idea that the geography taught today in primary schoolwould be a "phantom discipline.”During this writing, five breaks are present to take a step back from the research work based on analyzes of artistic works
Leininger, Caroline. "Le développement durable et ses enjeux éducatifs : acteurs, savoirs, stratégies territoriales". Thesis, Lyon 2, 2009. http://www.theses.fr/2009LYO20087/document.
Pełny tekst źródłaSustainable development and education for sustainable development are linked burning socials, which explains the strong interest politicians demonstrate in this topic. Several times of stakeholders are involved in this them such as French State and its administrations, public schools, regions, townships, nongovernmental organizations... most of the time, They work in partnership, though each one has its own approach of environmental education and education for sustainable development. The question is to know if these stakeholders are walking on the same path. Do they pursue the same goals most of time? This research proposes a critical approach of environmental education and education for sustainable development. It analyses current practices of stakeholders involved in education for sustainable development and their territorial’s strategies. It also question the knowledge which under standers this education
Le, Gràs Corinne. "De la géographie universitaire à la géographie scolaire : les didacticiels de géographie". Rouen, 1992. http://www.theses.fr/1992ROUEL157.
Pełny tekst źródłaA didactic approach is absolutly necessary to produce softwares to teach geography. This new approach gives an important function to geography and establishes scolar geography into scientific geography. In France. The absence of this approach has produced an inorganized material. In Great Britain, the application of this approach places an organized material in position. In suit with this problematic, three softwares have been produced. The first two softwares concerned industrial geography, the third is about water cycle. The aims of theses softwares are to make children produced spatial analysis notions. So, these softwares are able to restore scholar geography. But these softwares hope to be models for other productions. A methodologic approach shows how scholar geography emerges from scientific geography. A technic analysis described the informatic langage used beside. But we can't forget that a complementary work with information men is the on'y way to produce more softwares. Finally, the analysis of some scholar programs shows it is possible to consider the production of innovating softwares
Hergli, Majed. "Géographie scolaire et développement inégal : la nécessite d'une nouvelle représentation du monde. L’exemple de la géographie scolaire tunisienne". Paris 7, 2000. http://www.theses.fr/2000PA070011.
Pełny tekst źródłaRicordel, Bernard. "Un siècle de géographie scolaire : 1816-1939". Paris 5, 2001. http://www.theses.fr/2001PA05H032.
Pełny tekst źródłaThe purpose of this research paper is to show how the teaching of geography in primary schools evolved between 1816 and 1939, by putting forward the reasons that induced the political authorities to establish and reinforce its teaching. It appears from the examination of official reports and school books published in this period that the teaching of geography has not only been a matter of location abilities but as for history or civic education a process of normalisation of thinking. Indeed the geograpy school book was a real ideological tool whether to reinforce the political order or to help a new political order emerge. (. . . )
Ben, Ahmed Abdessatar. "Une géographie nationale à l'heure de la mondialisation : l'exemple de la géographie scolaire tunisienne". Paris 7, 1999. http://www.theses.fr/1999PA070033.
Pełny tekst źródłaFor the past decade, the geographical approach has been showing a perceptible paradigmatic modulation. What is really at issue in the geography field is the space dimension of societies prepars to put natural and biological idologies once important in the classical geography, in a lowering perspective, as a new focus of attention. At the same time, the birth of a complicated outlined new world space, more or less questions the classical of geographical approach, such as the state or the region. Especially the conflict between the national protection attitudes and the world dimensions a few geographical phenomena in geography taught at scool has become more and more unbearable. Geography taught in tunisia scools highlighys this still-too-present bad way to handle all-toodominatiing chorologique pattern (the state) and the intricate spaces of the globalization. Consequently on the basis of a few key-words, an idea what wold be a geographical culture at school is bound to be affered. Concepts such as space, territory, place, area are likely to be tools to handle current or formerly geography approaches. The working hypothesis at a chieving a further efficient didactic, fully including the nolonger-left-out theory aspect
Lefort, Isabelle. "Géographie savante - géographie scolaire (1870-1970) : éléments pour une histoire de la pensée géographique". Paris 1, 1990. http://www.theses.fr/1990PA010527.
Pełny tekst źródłaFor a hundred years, reglementary structures of geography didn't change much. Beeing instituted in secondary schools in 1870, after end because the defeat. Geography was not very modified in the programm, particurlaly from 1902, but, about the same time, scientific geography, which was nomenclatural and historical , became a scientific subject with the works of p. Vidal de la blache. Before p. Vidal scientific people such as e. Lavasseur or m. Dubois worked to establish a new scientific and a new geography at school. But vidalian geography became integrated into reglementary unsuited strucutres, which disrupted its consistency and its methodological bases. Scientific geography, which proceeds from particular object - regional monography- t0 general one, fit into educational process which is based on an opposite one. More over, the simplification, of the scientificgeography is such that geography at school became devoid if interest and completely tyopological. At first, geography at school needed scientific and reference subject ; after, it revealed in the same time the weaknesses of scienctif geography and diverted its meaning
Freia, Alice Binda. "La construction de la géographie scolaire au Mozambique et le statut des figures". Paris 7, 2006. http://www.theses.fr/2006PA070055.
Pełny tekst źródłaAfter by the Mozambique's independence the «geography« subject taught in school became in the context «post colonial geography», and bas fixed as main targets two priorities: the build up of the national unit and the country's development. In order to attain those finalities -said revolutionary- they went, as a paradox, looking for references of the subject, in the «metropolitan geography» as follows: separating the world in parts; territories always related to the country (nation); the space often studied through a plan articulated throughout the natural resources theme, and the presentation of the parts of the world, having as starting point the spaces of origin we belong to. On the other hand the school geography has been organized with a dichotomy between «physic geography» and «economic geography», actually it remaining up to date. This type of reading of the world (through geographical demonstration) has been imprinted on the school subject justifying the remaining of certain figures as the Climate graphic and the Age pyramid. Those two graphics are real sources of difficulty as much for the student as for the teachers at once
Briand, Médéric. "La géographie scolaire au prisme des sorties : pour une approche sensible à l’école élémentaire". Caen, 2014. http://www.theses.fr/2014CAEN1027.
Pełny tekst źródłaThe teaching practices of geography school outings are not well-known in the French primary schools, even though they exist. A study enabled to meet primary school teachers and their pupils in these outing situations, before asking them to test a protocol aiming at teaching geography by the sensitive. The study also crossed an epistemological approach of the field and the sensitive with the different ways the Institution regards geography school outings and with the perspective of a specialized researcher. Therefore, the object of study focussed on the tensions between the call for the sensitive and the functioning of the school discipline. Then appears the ambivalence of geography school teaching in primary schools which is both rich and forgetful of its history in school outing practices. The results of the study also enabled to lay the foundations of a renewal of the teaching of geography at school through the lens of school outings and milestones for innovative practices
Książki na temat "Culture en géographie scolaire"
Géographie: Term. ABCD : l'espace mondial. Paris: Belin, 1989.
Znajdź pełny tekst źródłaCoq, Guy. Eloge de la culture scolaire. Paris: Kiron/Félin, 2003.
Znajdź pełny tekst źródłaRogers, Alisdair. Peoples and Culture. New York: Oxford University Press, 1992.
Znajdź pełny tekst źródłaChervel, André. La culture scolaire: Une approche historique. Paris: Belin, 1998.
Znajdź pełny tekst źródłaLa ségrégation scolaire. Paris: La Découverte, 2012.
Znajdź pełny tekst źródłaOntario. Esquisse de cours 12e année: Géographie mondiale: le milieu humain cgu4u cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Znajdź pełny tekst źródłaGéographie: Term. A, B, C, D : le nouveau système-monde. Paris: Belin, 1992.
Znajdź pełny tekst źródłaGéographie de l'Amérique latine: Une culture de l'incertitude. Québec: Presses de l'Université du Québec, 2009.
Znajdź pełny tekst źródłaTraité de géographie culturelle: Culture et représentations sociales. Paris: Edilivre-Aparis, 2007.
Znajdź pełny tekst źródłaGravel, Nathalie. Géographie de l'Amérique latine: Une culture de l'incertitude. Québec: Presses de l'Université du Québec, 2009.
Znajdź pełny tekst źródłaCzęści książek na temat "Culture en géographie scolaire"
Chevalier, Jean-Pierre. "Écrire et enseigner la géographie scolaire". W Louis François et les frontières scolaires, 47–57. Presses universitaires de Rennes, 2014. http://dx.doi.org/10.4000/books.pur.50937.
Pełny tekst źródłaMiossec, Alain. "Géographie scolaire, géographies universitaires : deux mondes ?" W Enseignants et enseignements au cœur de la transmission des savoirs. Éditions du Comité des travaux historiques et scientifiques, 2021. http://dx.doi.org/10.4000/books.cths.14697.
Pełny tekst źródłaHardouin, Magali. "Géographie scolaire et cartographie des acteurs". W Acteurs et action, 243–60. Presses universitaires de Caen, 2016. http://dx.doi.org/10.4000/books.puc.13059.
Pełny tekst źródłaBONBONNE, Cathy, i Marie-Paule POGGI. "Usages sociaux de l’eau en Guadeloupe". W Les savoirs de l'extrême, 85–112. Editions des archives contemporaines, 2024. http://dx.doi.org/10.17184/eac.8130.
Pełny tekst źródłaLeininger-Frézal, Caroline, i Catherine Carré. "La géographie scolaire : d’un tournant actoriel à l’autre ?" W Acteurs et action, 227–42. Presses universitaires de Caen, 2016. http://dx.doi.org/10.4000/books.puc.13044.
Pełny tekst źródłaBédouret, David. "La géographie scolaire : du Big Bang à la reconfiguration". W Programmes et disciplines scolaires, 83–91. Presses universitaires du Midi, 2017. http://dx.doi.org/10.4000/books.pumi.6324.
Pełny tekst źródłaKlein, Juan-Luis. "Collection Géographie Contemporaine". W Culture et revitalisation urbaine: le cas du Cinéma Beaubien à Montréal, 123–25. Presses de l'Université du Québec, 2022. http://dx.doi.org/10.1515/9782760557086-014.
Pełny tekst źródłaLahire, Bernard. "L’univers scolaire de la langue". W Culture écrite et inégalités scolaires, 127–92. Presses universitaires de Lyon, 2021. http://dx.doi.org/10.4000/books.pul.34492.
Pełny tekst źródłaLahire, Bernard. "Sociologie de l’« échec scolaire »". W Culture écrite et inégalités scolaires, 47–80. Presses universitaires de Lyon, 2021. http://dx.doi.org/10.4000/books.pul.34482.
Pełny tekst źródłaDenizot, Nathalie. "La culture scolaire : un concept didactique ?" W Didactique du français et construction d’une discipline scientifique, 53–66. Presses universitaires du Septentrion, 2019. http://dx.doi.org/10.4000/books.septentrion.78386.
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