De l'âge du capitaine à l'âge du berger

Brissiaud, Rémi

doi:10.3406/rfp.1988.1457

Cited by 9 publications

(1 citation statement)

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“…L'habillage d'une situation est l'organisation de ces composantes en un énoncé intelligible pour le sujet et susceptible de provoquer chez ce dernier une activité cognitive (Jonnaert, Lauwaers, Peltier 1991, p. 25). De nombreux travaux ont montré les effets de cet habillage sur les stratégies de résolution des élèves (Brissaud, 1988;Depover, 1978;D'Hainaut, Depover et Durand, 1987;Escarajabal, 1988;Reyser, 1991;Richard, 1989;Saada-Robert, 1989). L'habillage peut donc, en toute hypothèse, avoir un effet non négligeable sur la perception de la familiarité de la tâche par le sujet.…”

Section: La Problématique Générale Du Degré De Familiaritéunclassified

Évaluation de la familiarité de la tâche : quelle confiance accorder à la perception de l’élève?

Jonnaert¹,

Laveault²

2007

rse

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Notre étude s'inscrit dans le courant des recherches sur la perception de la tâche par rélève. Plus spécifiquement, nous avons cherché à déterminer si les élèves d'une même classe sont capables d'autoévaluer avec fidélité la familiarité d'une tâche qui leur est proposée. Les résultats obtenus confirment que les élèves s'entendent entre eux pour juger de la familiarité d'une situation didactique et que les indicateurs sur lesquels ils se prononcent sont suffisamment homogènes pour permettre le calcul d'un indice composite, le facteur K.As part of the research on students' perception of a learning task, the objective of this study is to determine if students are capable of evaluating, with reliability, the level of familiarity of a proposed task. The results obtained confirm that students agree among themselves in judging the familiarity of didactic situations and that the indicators which they use are sufficiently homogeneous to allow the use of a composite index, factor K.Nuestro estudio se inscribe en la linea de investigaciones sobre la percepciôn de la tarea de aprendizaje. Tiene por objeto determinar si los alumnos son capaces de evaluar con fiabilidad, el grado de familiaridad a una tarea que les es propuesta. Los resultados obtenidos confirman que Io alumnos concuerdan entre ellos para juzgar la familiaridad de una situaciôn didàctica y que los indicadores sobre los cuales se pronuncian son suficiente- mente homogéneos para permitir el calculo de un indice compuesto, el factor K.Unsere Arbeit beschâftigt sich mit dem Verstândnis, das der Schiller von seiner Aufgabe hat. Sie geht darauf hinaus, festzustellen, ob die Schuler einer selben Klasse fahig sind, ihre Vertrautheit mit der Aufgabe selbst richtig einzuschâtzen. Die Ergebnisse bestâtigen, dafi die Schuler sich iiber ihre Vertrautheit einig werden und dafi die verschiedenen MeEwerte homogen genug sind, um die Errechnung eines mehrwertigen Indexes, des K-Faktors, zu ermôglichen

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Section: La Problématique Générale Du Degré De Familiaritéunclassified

Évaluation de la familiarité de la tâche : quelle confiance accorder à la perception de l’élève?

Jonnaert¹,

Laveault²

2007

rse

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Negotiating the meaning of questions in didactic and experimental contracts

Schubauer-Leoni

Grossen

1993

Eur J Psychol Educ

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In recentyears, the notion of communication contract has stimulated a lot of research in social developmental psychology as well as in education. This articlepresents two series of investigations using different methods for the study of the didactic and experimental contracts. The discussion focuses on some theoretical issues raised by these studies: the risk of sociological vs psychological reductionism, the risk of neglecting the specificity of cognitive activity and the risk of reifying the notion of context. Possible developments for future research will be suggested The problem of the articulation between social, institutional and interactional contexts in the study of cognitive activity is a central argument.In this article, the role of socio-cognitive processes at work in the construction of knowledge will be examined by considering how individuals construct an object of discourse in a culturally marked situation and how they negotiate meanings in the immediate interaction in which they are involved. Situations characterized by sequences of questioning acts about specific objects will be under focus. The concepts of 'experimental contract' and 'didactic contract', which account for the joint construction of answers in test and didactic situations, will be central to our considerations.This article is divided into four sections. In the first section the theoretical background of our contextual and interactionist approach will be presented. In the second one, a brief theoretical definition of the notion of 'contract' will be given and two series of investigations with differing methods and objectives will be reported. In the third section, a few theoretical We would like to thank the Swiss National Research Foundation (FNRS) for grants 10-1977.86, 1.738-0.83. and 11.28561·90 to Anne-Nelly Perret-Clermont and M. L. Schubauer-I.eoni, which sustained several of the studies presented in this chapter.

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Context effect in some tasks of comparison of pictures in primary school. Two empirical illustrations

Bontaz-Escoubeyrou

2001

Eur J Psychol Educ

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Many works have shown that a child, having to solve a problem, deals with the task according to the significations he gives to the problem-space he is facing and to the social space in which the task is inscribed. This article presents two experimentations dealing more particularly with the social space of solution of a classical task of comparison of identical pictures for which the experimenter asks for a judgement. They show how the introduction of slight contextual changes facilitates the variety of answers produced by [4][5] year-olds and 5-6 year-olds children, and consequently the production ofanswers centered on the relation of identity between the pictures.We already know that a child solves a problem according to the meaning he gives to, and according to the representation he builds of this problem. We also know, thanks to the numerous works about the contextual social significations (Elbers, 1986;Schubauer-Leoni, Perret-Clermont, & Grossen, 1992;Schubauer-Leoni & Grossen, 1993) that the meaning given by the child depends on the task itself but also on its social environment of solution (significations related to the contextual space! the task is inscribed in). As a result, a child in front of a problem mobilises procedures of solution based at the same time on the meaning he gives to the problem-space he is facing (comparison with other tasks already encountered and search for similitudes and differences, purpose of the task, strategies to solve it, complexity of the terms of the problem, etc.), but also to the social space of solution in which he operates (What does the other expect from me? What are our respective roles and status? What is the goal? What is at stake? etc.). In other words, as soon as communication starts, the child imagines and translates the cognitive and social elements belonging to each space. He then elaborates his own definition of the situation (Thomas & Znaniecki, 192811981), a definition capable of evolution all through the interaction, according to the various adjustments and negotiations between each partner.Trying to account for the role of the representation of the situation of interaction in the treating of a task also implies referring to the existence of a contract for communication (Ghiglione, 1986(Ghiglione, , 1987Blanchet, 1987) that itself refers to systems of values, of tacit agreements, of implicit rules that contractualize? and finalize the contexts of solution.

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De l'âge du capitaine à l'âge du berger

Cited by 9 publications

References 0 publications

Évaluation de la familiarité de la tâche : quelle confiance accorder à la perception de l’élève?

Évaluation de la familiarité de la tâche : quelle confiance accorder à la perception de l’élève?

Negotiating the meaning of questions in didactic and experimental contracts

Context effect in some tasks of comparison of pictures in primary school. Two empirical illustrations

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