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,...

Πλήρης περιγραφή

Λεπτομέρειες βιβλιογραφικής εγγραφής
Κύριοι συγγραφείς: Dumas Carré, Andrée, Weil-Barais, Annick, Ravanis, Konstantinos, Shourcheh, Fataneh
Άλλοι συγγραφείς: Ραβάνης, Κωνσταντίνος
Μορφή: Journal (paper)
Γλώσσα:French
Έκδοση: 2016
Θέματα:
Διαθέσιμο Online:http://hdl.handle.net/10889/9777
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record_format dspace
spelling 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
institution UPatras
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
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