Interactions maître-élèves en cours d’activités scientifiques à l’école maternelle : approche comparative
The study concerns the approach by children in kindergarten of the formation of shadows. Two groups of 5 years old children (in France and in Greece) have been observed. The given equipment is devised in order to allow the establishment of relationships between characteristics of the shadows (color,...
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nemertes-10889-97772022-09-05T14:02:26Z Interactions maître-élèves en cours d’activités scientifiques à l’école maternelle : approche comparative Dumas Carré, Andrée Weil-Barais, Annick Ravanis, Konstantinos Shourcheh, Fataneh Ραβάνης, Κωνσταντίνος Preschool education Scientific activities Shadows Προσχολική εκπαίδευση Επιστημονικές δραστηριότητες Σκιές The study concerns the approach by children in kindergarten of the formation of shadows. Two groups of 5 years old children (in France and in Greece) have been observed. The given equipment is devised in order to allow the establishment of relationships between characteristics of the shadows (color, size, form) and some parameters of the concerned object and/or the configuration (figure of the object, color, orientation by respect of the light source, distance of the object from the light source). As in every educating situation, the children’s exploration of the equipment is guided by the teacher. The analysis objective is to examine how the teacher orients the children activities and to study the relationships that children are capable to establish. Different analysis have been driven. They are built on a preliminary analysis of the domain contents. These analysis are focused on children actions and verbalizations as well as on the teacher's interventions. Some of these interventions seem specific to the scientific education: to incite the children to drive actions in connection with a beforehand fixed purpose, to talk about their actions, to anticipate the possible results of the action, to clarify relationships. From this study, we propose a general model for analyzing educating interactions. -- 2016-12-06T10:20:12Z 2016-12-06T10:20:12Z 2003 Journal (paper) Dumas Carré, A. Weil-Barais, A. Ravanis, K. & Shourcheh, F. (2003). Interactions maître-élèves en cours d’activités scientifiques à l’école maternelle : approche comparative. Bulletin de Psychologie, 56(4), 493-508. http://hdl.handle.net/10889/9777 fr application/pdf Bulletin de Psychologie |
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collection |
Nemertes |
language |
French |
topic |
Preschool education Scientific activities Shadows Προσχολική εκπαίδευση Επιστημονικές δραστηριότητες Σκιές |
spellingShingle |
Preschool education Scientific activities Shadows Προσχολική εκπαίδευση Επιστημονικές δραστηριότητες Σκιές Dumas Carré, Andrée Weil-Barais, Annick Ravanis, Konstantinos Shourcheh, Fataneh Interactions maître-élèves en cours d’activités scientifiques à l’école maternelle : approche comparative |
description |
The study concerns the approach by children in kindergarten of the formation of shadows. Two groups of 5 years old children (in France and in Greece) have been observed. The given equipment is devised in order to allow the establishment of relationships between characteristics of the shadows (color, size, form) and some parameters of the concerned object and/or the configuration (figure of the object, color, orientation by respect of the light source, distance of the object from the light source). As in every educating situation, the children’s exploration of the equipment is guided by the teacher. The analysis objective is to examine how the teacher orients the children activities and to study the relationships that children are capable to establish. Different analysis have been driven. They are built on a preliminary analysis of the domain contents. These analysis are focused on children actions and verbalizations as well as on the teacher's interventions. Some of these interventions seem specific to the scientific education: to incite the children to drive actions in connection with a beforehand fixed purpose, to talk about their actions, to anticipate the possible results of the action, to clarify relationships. From this study, we propose a general model for analyzing educating interactions. |
author2 |
Ραβάνης, Κωνσταντίνος |
author_facet |
Ραβάνης, Κωνσταντίνος Dumas Carré, Andrée Weil-Barais, Annick Ravanis, Konstantinos Shourcheh, Fataneh |
format |
Journal (paper) |
author |
Dumas Carré, Andrée Weil-Barais, Annick Ravanis, Konstantinos Shourcheh, Fataneh |
author_sort |
Dumas Carré, Andrée |
title |
Interactions maître-élèves en cours d’activités scientifiques à l’école maternelle : approche comparative |
title_short |
Interactions maître-élèves en cours d’activités scientifiques à l’école maternelle : approche comparative |
title_full |
Interactions maître-élèves en cours d’activités scientifiques à l’école maternelle : approche comparative |
title_fullStr |
Interactions maître-élèves en cours d’activités scientifiques à l’école maternelle : approche comparative |
title_full_unstemmed |
Interactions maître-élèves en cours d’activités scientifiques à l’école maternelle : approche comparative |
title_sort |
interactions maître-élèves en cours d’activités scientifiques à l’école maternelle : approche comparative |
publishDate |
2016 |
url |
http://hdl.handle.net/10889/9777 |
work_keys_str_mv |
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