Le triangle pédagogique

Abstract: This paper presents the simultaneous application of two recently created analytical tools: the Matrix 3x3, understood as a tool for the analysis of teaching activities in the classroom, and the Foci of Learning to Teaching (FAD). We used two analytical tools in the analysis of interviews with three students taking an undergraduate program for physics teachers (Licenciatura in Physics) during the execution of supervised training. It was applied the Matrix 3x3 to the data categorized by FAD as a way to deepen understanding the evidence of learning from teaching disclosed in the analysis of the interviews. By using the instruments, we identified the main evidence in the relationships built through the content, teaching and learning and its interactions with the Foci of Learning to Teaching. Finally, the paper demonstrates possibilities of articulation between two seemingly different fields without contact, such as teacher training and informal education.

Abstract: Cette these releve de la didactique de l’anglais. Il s’agit d’une etude exploratoire des representations et attitudes de 170 lyceens, relative a l’introduction et l’utilisation du baladeur MP3 en cours d’anglais. Notre demarche d’investigation a repose sur une approche systemique de la situation d’apprentissage. Afin de mettre au jour l’attitude des apprenants, nous avons utilise des questionnaires. Nos resultats ont mis en evidence l’absence d’unanimite dans l’acceptation du baladeur MP3 en cours d’anglais. Une utilisation reguliere du baladeur MP3 dans la vie quotidienne ne predispose pas a son appropriation dans un contexte scolaire. Le baladeur MP3 n’est pas un objet reel – c’est un artefact qui se reconstruit selon les usages. Notre etude a egalement montre que les representations de l’objet technologique chez les apprenants dependaient de leurs representations des autres elements de la situation d’apprentissage.

Abstract: Les developpements logiciels issus de la recherche sur les EIAH sont souvent sous-utilises. Pour changer cet etat de fait, il faut d'une part developper les logiciel sous forme de composants et d'autre part realiser une plate-forme de mutualisation permettant de les stocker et de les assembler. Dans cet article, apres avoir rappele la definition des composants, nous nous interessons a ceux qui sont specifiques au domaine des EIAH. Afin de mutualiser leur utilisation, nous proposons de les classer en 4 categories et pour la principale, un schema de description est propose. Ce schema reprend certains elements de la LOM (Learning Object Metadata) mais la description sur le plan pedagogique est plus precise puisque ces composants logiciels sont destines a etre assembles pour construire differents EIAH.

Abstract: The present paper studies how didactic and teaching strategies can promote pleasure in students after a series of class sessions. It focuses on the teaching of English and Spanish as a foreign language in the French university system. The term pleasure is studied as students’ satisfaction regarding the teaching and the strategies planned by the teacher instead of their academic success. Our initial hypothesis is that an in-depth preparation of activities and teaching and didactic resources, in accordance with the stages of learning, helps to promote pleasure in students regardless of the language or content of the class. Based on a common planning that takes into account the teaching-learning stages (motivation/expectancy, comprehension/attention, generalization/transfer), we carry out a classroom research to corroborate our hypothesis. We selected 180 university students through a convenience sampling. A self-administered pencil-and-paper questionnaire was used for data collection, considering 6 degrees of satisfaction on a Likert scale. The questionnaire assessed three aspects: the contents, the teacher's methodology and the students' participation. The quantitative analysis of the data shows that there seems to be a relationship between strict planning and the students' feeling of pleasure during learning.

Abstract: This article discusses the pertinence of the model of the pedagogical triangle, understood as the complex network of interrelations among the student, teacher, and knowledge; the model is generally employed in pedagogical research to represent the principal agents and processes in situations of learning at school. Based on the postulates of interbehavioral psychology, the argument is made that the model suffers from serious theoretical difficulties and important logical errors that ostensibly affect its descriptive and analytical capabilities in educational processes. A model of didactic interactions is proposed, in an attempt to overcome such difficulties and errors.