Situation d’apprentissage et conceptualisation
When we speak of situation, it is important to articulate three concepts: situation, activity, learning. On the one hand, all human activity in a situation unfolds. On the other hand, we learn of situations when they involve a problem, which requires the learner an activity of conceptualization. The...
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| Format: | Article |
| Language: | fra |
| Published: |
Nantes Université
2011-11-01
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| Series: | Recherches en Éducation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ree/5085 |
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| _version_ | 1841548456249786368 |
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| author | Pierre Pastré |
| author_facet | Pierre Pastré |
| author_sort | Pierre Pastré |
| collection | DOAJ |
| description | When we speak of situation, it is important to articulate three concepts: situation, activity, learning. On the one hand, all human activity in a situation unfolds. On the other hand, we learn of situations when they involve a problem, which requires the learner an activity of conceptualization. The text can be divided in two parts: the first part is an epistemological; it proposes a debate between the proponents of the theory of enaction and the supporters of the conceptualization in action, theory which relates the author. The second part, empirical, shows two examples of how professional learnings combine conceptualization and the use of experience. |
| format | Article |
| id | doaj-art-1d3b1aef70ad4899a21d3023b0e4f9c0 |
| institution | Kabale University |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2011-11-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-1d3b1aef70ad4899a21d3023b0e4f9c02025-01-10T14:05:31ZfraNantes UniversitéRecherches en Éducation1954-30772011-11-011210.4000/ree.5085Situation d’apprentissage et conceptualisationPierre PastréWhen we speak of situation, it is important to articulate three concepts: situation, activity, learning. On the one hand, all human activity in a situation unfolds. On the other hand, we learn of situations when they involve a problem, which requires the learner an activity of conceptualization. The text can be divided in two parts: the first part is an epistemological; it proposes a debate between the proponents of the theory of enaction and the supporters of the conceptualization in action, theory which relates the author. The second part, empirical, shows two examples of how professional learnings combine conceptualization and the use of experience.https://journals.openedition.org/ree/5085learning and cognitionknowledge and didacticssituation (concept of) |
| spellingShingle | Pierre Pastré Situation d’apprentissage et conceptualisation Recherches en Éducation learning and cognition knowledge and didactics situation (concept of) |
| title | Situation d’apprentissage et conceptualisation |
| title_full | Situation d’apprentissage et conceptualisation |
| title_fullStr | Situation d’apprentissage et conceptualisation |
| title_full_unstemmed | Situation d’apprentissage et conceptualisation |
| title_short | Situation d’apprentissage et conceptualisation |
| title_sort | situation d apprentissage et conceptualisation |
| topic | learning and cognition knowledge and didactics situation (concept of) |
| url | https://journals.openedition.org/ree/5085 |
| work_keys_str_mv | AT pierrepastre situationdapprentissageetconceptualisation |