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Etudes de cas comparées en didactique des sciences de la Terre depuis la problématisation et la TACD

Jérome Santini (I3DL, Université de Nice) et Patricia Crépin (LDAR, Université Paris Diderot) présentent les résultats de leurs travaux en articulant respectivement ceux-ci aux cadres théoriques qui les animent.

11/06/2014 - 11:45
44 minutes

Building a Theoretical Concept Through Embodied Action - Lecture

Première partie des données relatives à la première lecture donnée par Yrjö Engestrôm à l'occasion des éditions 2013 des journées John Dewey.

19/06/2013 - 14:00
1 heure-24 minutes

Constructing common ground: mutual understanding across cultural divides - Reaction

The third lecture analyzes the possibility of gaining mutual understanding between culturally different groups of people, a foundational challenge to education in a globalized world. Cognitive models of intersubjective understanding, such as Herbert Clark’s theory of ‘common ground’, emphasize the mental and discursive aspects of mutual understanding.

21/11/2013 - 14:00
1 heure-7 minutes

Constructing common ground: mutual understanding across cultural divides - Lecture

The third lecture analyzes the possibility of gaining mutual understanding between culturally different groups of people, a foundational challenge to education in a globalized world. Cognitive models of intersubjective understanding, such as Herbert Clark’s theory of ‘common ground’, emphasize the mental and discursive aspects of mutual understanding.

21/06/2013 - 14:00
1 heure-14 minutes

Agentive future-making in mundane interactions: critical encounters as sites of concept formation - Lecture

The second lecture analyzes collaborative concept formation as agentive future-making. "The idea of "critical encounter", based on Vygotsky's principle of double stimulation, is introduced and modelled as genreic site of future-oriented concept formation.

20/11/2013 - 15:00
1 heure-48 minutes

Building a Theoretical Concept Through Embodied Action - Reaction

Réaction colelctive suite à la première lecture donnée par Yrjö Engestrôm à l'occasion des éditions 2013 des journées John Dewey.

19/11/2013 - 14:00
30 minutes

Formative interventions for collective concept formation - Reaction

The fourth lecture analyzes the potentials of conducting formative interventions in collective activity systems to enhance the formation of future-oriented and practically effective theoretical concepts. The methodology of formative interventions in introduced as a way to support and rigorously analyze change efforts aimed at collective concept formation (Engeström, 2011).

19/06/2015 - 09:30
1 heure-26 minutes

Formative interventions for collective concept formation - Lecture

The fourth lecture analyzes the potentials of conducting formative interventions in collective activity systems to enhance the formation of future-oriented and practically effective theoretical concepts. The methodology of formative interventions in introduced as a way to support and rigorously analyze change efforts aimed at collective concept formation (Engeström, 2011).

22/11/2013 - 09:30
1 heure-26 minutes

Agentive future-making in mundane interactions: critical encounters as sites of concept formation - Reaction

Michel Grangeat est professeur des universités en Sciences de l'Éducation à l'Université de Grenoble (Joseph Fourier – ESPE). Il conduit ses recherches au L.S.E. (EA 602).

20/11/2013 - 14:00
56 minutes