Jeux pour apprendre et enseigner l’éducation au développement durable : explorer la pertinence du jeu et l’apprentissage expérientiel pour la durabilité

• Κύριοι συγγραφείς: LEFDAOUI, YOUSSEF, BOUBKER, NEJJAR, NAFIL, KHALID
• Μορφή: Online
• Γλώσσα: English
• Έκδοση: Urray 2014
• Θέματα: Teaching practice, JATD, automatic, game descriptors; History, resonance, vibration, waves, cord; Comparatism, dietitian school, epistemic games, social practice of reference, didactic transposition; Serious games, education to sustainable development, experiential learning; Web simulation, experimental design, adaptive scaffolds, biology, high school; Inquiry, learning tool, social media and university students; Bac-3 and Bac + 3 project, chemistry, semiotic register, modelling process; Attrition, Science Teacher Education, Open and Distance Education, Pre-service Teachers; Teaching practices, JATD, didactic action, didactic game, practical epistemology; Analyse lexicométrique, analyse thématique, triangulation méthodologique, biodiversité, curriculum; Emotional and behavioural difficulties, social and emotional learning, teacher-student relationships; Aspects of adulthood, emerging adulthood, higher education students, roles of adults; Complex technological system, car, energy, environment, secondary education; Motivation, scientific career, school-university partnership, professional identity; Expert teacher, task, difficulty, prediction, technical drawing; Erasmus, student mobility, emerging adulthood, higher education, student development; Technical teaching, reform, Electric Engineering, French language, scientific subjects, difficulties; Ecological reasoning, nature’s predictability, two-tier questionnaire, nature views; Initial training, pedagogical knowledge learning, identification methodology, activity control feedback loop, aware and unaware learning; Force on the tooth, three dimensional perception, graphic representation, digital models; Teaching practices, TACD, practical epistemology, transactions, transistor; Critical Reflection, art in education, teachers’ education, university pedagogy, transformative learning; Student dropout, Greece, qualitative research, interview quality, stance of universalism; Immigrants, socio-economic status, habitus, educational aspirations and expectations, young people’s educational choices; Sentiment analysis, opinion mining, education, commercial systems, benchmark; Cognitive ergonomics, space ergonomics, computer laboratory; Science history, wave function, interpretation of quantum mechanics, epistemology; Listening, speaking, oral communication models, literacy practices; Vocational activities, descriptions, differences between teachers and practitioners, implications on education; Socioscientific issue, citizenship education, knowledge, play role, sustainable energies; Open Educational Resources (OER), Webquest, Sustainable Development; Situational Pedagogy, skills in professional communication, professional didactics; Abstraction, technicality, grammatical metaphor, nominalization, Systemic Functional Linguistics, History, Physical Science, Greek textbooks; Educational content, blackboard, morpho-dynamics, non temporalization of displacements in the gridlines

In engineering education, the traditional process of knowledge construction uses a one-way channel of communication and information dissemination which is that of the teacher to the student, the latter playing the role of passive receiver relative to the offer proposed by the teacher. In recent years, the trend is towards active learning paradigm where students are at the center of the educational process. The interaction between teacher and students is more dynamic, strengthened by technological tools, it has rich content and flexible activities. Integration of Virtual Environments based on simulation games in training technicians to engage in innovative learning experiences, contributes to these new paradigms. This paper presents the implementation of these methods of learning with students in second year of technical training in civil engineering. In our study, students were involved in simulation environments / serious game: EnerCities, based on an experiential learning uses of renewable energies in the context of sustainable development of a virtual city game. Afterwards, their knowledge was tested and their perception of the relevance of the game system was evaluated. The results show that the construction of knowledge has been greatly improved and student motivation for learning was increased.