Recherches & educations最新文献

{"title":"La ludopédagogie, acteurs et idéologie","authors":"M. Lavigne","doi":"10.21494/iste.op.2022.0821","DOIUrl":"https://doi.org/10.21494/iste.op.2022.0821","url":null,"abstract":"","PeriodicalId":91794,"journal":{"name":"Recherches & educations","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78430232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analyse sociogénétique des représentations sociales d’un objet socialement vif, perspective en didactique des « éducations à ». Le cas du cannabis.","authors":"Wassef Hammami, O. Morin, A. Azzouna","doi":"10.21494/iste.op.2022.0834","DOIUrl":"https://doi.org/10.21494/iste.op.2022.0834","url":null,"abstract":"RÉSUMÉ. Le but de cet article est d’explorer sous un angle sociogénétique la représentation sociale d’un échantillon (N= 139) d’étudiants en Éducation et Enseignement (futurs professeurs des écoles) par rapport à l’objet cannabis. Prenant appui sur leurs réponses à un questionnaire d’évocation spontanée, nous décrivons les limites de la recherche d’un noyau central des représentations sociales dans le cas d’un objet socialement vif. Les résultats ne confirmant pas l’hypothèse de la saillance d’un noyau central de la représentation sociale, nous en inférons une perspective didactique des « éducations à » prenant appui sur l’approche alternative du noyau matrice. Nous argumentons en quoi elle est propre à structurer des « canevas de raisonnements » ouvrant une perspective didactique en permettant le passage d’une pensée sociale commune et peu questionnée, à la confrontation de rationalités. ABSTRACT. The aim of this article is to explore the social representation of a sample (N=139) of science education students (future school teachers) in relation to the object « cannabis. Based on their responses to a spontaneous evocation survey, we describe the limits of the search for a central core of social representations in the case of a social acute object. The results do not confirm the hypothesis of the salience of a central core of social representation, we infer a didactic perspective of \"educations to\" based on the alternative approach of the matrix core. We argue in what way it is suitable to structure «patterns of reasoning» opening up a didactic perspective by allowing the passage from a common and little questioned social thought, to the confrontation of rationalities. MOTS-CLÉS. Cannabis, représentations sociales, QSV, noyau central, Éducation à, canevas de raisonnement.","PeriodicalId":91794,"journal":{"name":"Recherches & educations","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87302935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La ludopédagogie en école de management : le cas du projet EdUTeam","authors":"Philippe Lépinard","doi":"10.21494/iste.op.2022.0820","DOIUrl":"https://doi.org/10.21494/iste.op.2022.0820","url":null,"abstract":"RÉSUMÉ. Au début des années 2010, l’Association Information et Management (AIM) créait un groupe de recherche sur les jeux sérieux afin d’accompagner les praticiens dans l’implémentation de ces dispositifs dans les sciences de gestion. Une décennie plus tard, la ludopédagogie, protéiforme, s’est largement diffusée dans les écoles de management. Les travaux menés à l’Institut de Recherche en Gestion (IRG, EA 2354) au sein du groupe de recherche international « Méthodes et approches créatives et critiques de l’apprentissage et de la formation au management » (MACCA Management) ont permis d’identifier neuf techniques ludopédagogiques mises en œuvre par les enseignants et formateurs. L’équipe du projet pédagogique et de recherche en ludopédagogie EdUTeam s’est ensuite attelée à étudier plus précisément le détournement des jeux de loisir (serious gaming) afin d’évaluer leur capacité à supporter des scénarios pédagogiques couvrant des enseignements complets sans réduction des attendus académiques. Les résultats de cette recherche action, particulièrement encourageants, montrent que malgré le décalage des univers (fictionnels ou historiquement éloignés), certains jeux permettent la conception de cours expérientiels garantissant un isomorphisme épistémique entre les situations d’apprentissage et les situations professionnelles de référence, réduisant ainsi les routines pédagogiques, cognitives et organisationnelles qui peuvent inhiber l’apprentissage des étudiants. ABSTRACT. In the early 2010s, the Association Information et Management (AIM) created a research group on serious games in order to support practitioners in the implementation of these tools in management sciences. A decade later, Game-Oriented Learning, which is protean, has become widely used in Business Schools. The work carried out at the Institut de Recherche en Gestion (IRG, EA 2354) within the international research group MACCA Management has identified nine Game-Oriented Learning techniques implemented by teachers and trainers. The team of the EdUTeam Game-Oriented Learning research and pedagogy project then set about studying more precisely the detour of leisure games (serious gaming) in order to evaluate their capacity to support pedagogical scenarios covering complete courses without reducing academic expectations. The results from this Action Research, which are particularly encouraging, show that despite the offset between universes (fictional or historically distant), certain games allow the design of experiential courses guaranteeing an epistemic isomorphism between learning situations and professional reference situations, reducing the pedagogical, cognitive and organizational routines that can inhibit student learning. MOTS-CLÉS. Ludopédagogie, Sciences de gestion, Enseignement supérieur, Projet EdUTeam, Détournement de jeux.","PeriodicalId":91794,"journal":{"name":"Recherches & educations","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73327679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Que disent les joueurs de l’apprentissage de l’histoire avec Assassin’s Creed ? Entre authenticité et vérité historique","authors":"Vincent Boutonnet","doi":"10.21494/iste.op.2022.0817","DOIUrl":"https://doi.org/10.21494/iste.op.2022.0817","url":null,"abstract":"","PeriodicalId":91794,"journal":{"name":"Recherches & educations","volume":"127 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73949707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Le jeu vidéo, commode soupape pour l’inquiétude humaine ou arme pour s’échapper de la cage ?","authors":"Marc-André Éthier, D. Lefrançois","doi":"10.21494/iste.op.2022.0816","DOIUrl":"https://doi.org/10.21494/iste.op.2022.0816","url":null,"abstract":"","PeriodicalId":91794,"journal":{"name":"Recherches & educations","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88451428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"(Re)penser l’intégration des jeux (vidéo) en contexte scolaire. Quelques idées mises en perspective.","authors":"Thibault Philippette, Charlotte Préat, G. Gilson","doi":"10.21494/iste.op.2022.0818","DOIUrl":"https://doi.org/10.21494/iste.op.2022.0818","url":null,"abstract":"","PeriodicalId":91794,"journal":{"name":"Recherches & educations","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87829719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction numéro spécial les jeux numériques et la ludopédagogie","authors":"Julian Alvarez, É. Delamotte","doi":"10.21494/iste.op.2022.0813","DOIUrl":"https://doi.org/10.21494/iste.op.2022.0813","url":null,"abstract":"","PeriodicalId":91794,"journal":{"name":"Recherches & educations","volume":"43 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72480901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education à l’énergie : pratiques enseignantes et représentations des élèves","authors":"Hugon Mandarine, Maguin Françoise, Bois Evelyne, G. Frédéric","doi":"10.21494/ISTE.OP.2019.0402","DOIUrl":"https://doi.org/10.21494/ISTE.OP.2019.0402","url":null,"abstract":"Dans la perspective d'une transition energetique, cette recherche questionne les pratiques enseignantes d'education aux economies d'energie en college : ces pratiques ont-elles un effet sur les representations et pratiques des eleves-adolescents ? D'apres l'analyse de cinq entretiens realises aupres d'enseignants d'un meme college, peu de gestes concrets reflechis collectivement et realises librement sont proposes aux eleves, meme si nous reperons une nuance en fonction des disciplines enseignees. Neanmoins, l'analyse de 257 questionnaires distribues aupres d'eleves de Troisieme montre que la plupart des adolescents interroges connaissent les eco-gestes a mettre en oeuvre au quotidien et leurs effets. Mais la pratique de ces eco-gestes semble liee au milieu de vie sociale, aux pratiques familiale et scolaire. Notre etude nous amene alors a interroger la co-construction des actions educatives entre une diversite d'acteurs, ce notamment dans la perspective de l'evolution des programmes scolaires.","PeriodicalId":91794,"journal":{"name":"Recherches & educations","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85355928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Importance du référent dans une démarche d’analyse curriculaire : L’exemple de l’éducation à l’énergie et à la transition énergétique","authors":"Jamil Abdul Aziz, Jean-Marc Langé, A. Barthes","doi":"10.21494/iste.op.2020.0535","DOIUrl":"https://doi.org/10.21494/iste.op.2020.0535","url":null,"abstract":"Cet article presente une methode d’analyse curriculaire des prescriptions concernant la transition energetique, avec une reflexion sur le referentiel et ses effets educatifs. La transition energetique integre des dimensions complexes scientifique et/ou technique, politique et societal, et nous partons du principe que tout curriculum est un construit a caractere politique. La premiere etape de l'etude a ete de produire un referent curriculaire de la transition energetique, lequel permet d’elaborer d'une grille d'analyse du curriculum prescrit. Les programmes examines sont ceux de l'enseignement general et obligatoire. Enfin, un corpus issu d’un questionnaire administre a 959 eleves en fin de troisieme, qui constitue la fin legale de la scolarite obligatoire, a ete analyse en vue d’approcher le curriculum reel.","PeriodicalId":91794,"journal":{"name":"Recherches & educations","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86772406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La victimisation homophobe et liée à la non-conformité de genre et l’adaptation scolaire et psychosociale chez les 14–22 ans : Résultats d’une enquête québécoise.","authors":"Kathleen Boucher, Martin Blais, Martine Hébert, Jesse Gervais, Christine Banville-Côté, Isabelle Bédard, Nataliya Dragieva","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>This article studied homophobic victimization and victimization based on gender nonconformity and its effects on the school and psychosocial adaptation of young Quebecers. A non-probabilistic sample of 262 youth (173 girls, 89 boys) aged 14 to 22 years old (M = 17.9 y.o.) was built. Bivariate comparisons and structural equation modeling were performed. Young LGBTQ showed lower sense of security at school, lower self-reported school achievement and higher psychological distress. Results indicated that homophobic victimization, friend social support, psychological distress and sense of security at school mediated school achievement of the young LGBTQ. Findings support the importance of implementing interventions to reduce homophobia in schools and highlight the central role played by peers in this endeavor.</p>","PeriodicalId":91794,"journal":{"name":"Recherches & educations","volume":"8 1","pages":"83-98"},"PeriodicalIF":0.0,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5303013/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144183135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}