La didactique professionnelle : une alternative aux approches de « cognition située » et « cognitiviste » en psychologie des acquisitions
The paper aims at presenting professional didactics as a theoretical framework which enables a) to take into account the various components of professional competence (work process knowledge, schemes of action, « quality » of perception and motor action, concerning the whole world of action: objects...
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| Format: | Article |
| Language: | English |
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Association Recherche et Pratique sur les Activités
2004-10-01
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| Series: | Activités |
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| Online Access: | https://journals.openedition.org/activites/1259 |
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| _version_ | 1849328195775496192 |
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| author | Janine Rogalski |
| author_facet | Janine Rogalski |
| author_sort | Janine Rogalski |
| collection | DOAJ |
| description | The paper aims at presenting professional didactics as a theoretical framework which enables a) to take into account the various components of professional competence (work process knowledge, schemes of action, « quality » of perception and motor action, concerning the whole world of action: objects, tools, social organisation and self); b) to analyse the multi-fold determinants in the development of competences, including those emphasised by the situated cognition tenants and c) to discuss the design of training situations. The evolution of situated cognition is briefly recalled, from the « strong form » as a reaction to strict cognitivism to the pre-sent « weak form(s) ». Cognitive psychology is presented in a counter-point, as departing from the initial « strong model » of human cognition as a system of information processing to proposals articulating cognition, perception, action and emotion. Situated learning is then discussed from the initial case of « everyday » mathematics in relation with the evolutions of the cognitivist theories of learning. Finally, the theoretical project of professional didactics is developed: It is shown how professional didactics integrates the theory of activity (with the model of twofold regulation) and the main didactical concepts (knowledge of reference, conceptualisation and schemes of action, didactical transposition of work situations), and proposes an integrative and systemic model for studying development of professional competence and training. |
| format | Article |
| id | doaj-art-2cdbc6c573db48629a5f8ccff46e92fd |
| institution | Kabale University |
| issn | 1765-2723 |
| language | English |
| publishDate | 2004-10-01 |
| publisher | Association Recherche et Pratique sur les Activités |
| record_format | Article |
| series | Activités |
| spelling | doaj-art-2cdbc6c573db48629a5f8ccff46e92fd2025-08-20T03:47:40ZengAssociation Recherche et Pratique sur les ActivitésActivités1765-27232004-10-01110.4000/activites.1259La didactique professionnelle : une alternative aux approches de « cognition située » et « cognitiviste » en psychologie des acquisitionsJanine RogalskiThe paper aims at presenting professional didactics as a theoretical framework which enables a) to take into account the various components of professional competence (work process knowledge, schemes of action, « quality » of perception and motor action, concerning the whole world of action: objects, tools, social organisation and self); b) to analyse the multi-fold determinants in the development of competences, including those emphasised by the situated cognition tenants and c) to discuss the design of training situations. The evolution of situated cognition is briefly recalled, from the « strong form » as a reaction to strict cognitivism to the pre-sent « weak form(s) ». Cognitive psychology is presented in a counter-point, as departing from the initial « strong model » of human cognition as a system of information processing to proposals articulating cognition, perception, action and emotion. Situated learning is then discussed from the initial case of « everyday » mathematics in relation with the evolutions of the cognitivist theories of learning. Finally, the theoretical project of professional didactics is developed: It is shown how professional didactics integrates the theory of activity (with the model of twofold regulation) and the main didactical concepts (knowledge of reference, conceptualisation and schemes of action, didactical transposition of work situations), and proposes an integrative and systemic model for studying development of professional competence and training.https://journals.openedition.org/activites/1259trainingsituated cognitionwork psychologyprofessional competenceprofessional didacticscognitive ergonomics |
| spellingShingle | Janine Rogalski La didactique professionnelle : une alternative aux approches de « cognition située » et « cognitiviste » en psychologie des acquisitions Activités training situated cognition work psychology professional competence professional didactics cognitive ergonomics |
| title | La didactique professionnelle : une alternative aux approches de « cognition située » et « cognitiviste » en psychologie des acquisitions |
| title_full | La didactique professionnelle : une alternative aux approches de « cognition située » et « cognitiviste » en psychologie des acquisitions |
| title_fullStr | La didactique professionnelle : une alternative aux approches de « cognition située » et « cognitiviste » en psychologie des acquisitions |
| title_full_unstemmed | La didactique professionnelle : une alternative aux approches de « cognition située » et « cognitiviste » en psychologie des acquisitions |
| title_short | La didactique professionnelle : une alternative aux approches de « cognition située » et « cognitiviste » en psychologie des acquisitions |
| title_sort | la didactique professionnelle une alternative aux approches de cognition situee et cognitiviste en psychologie des acquisitions |
| topic | training situated cognition work psychology professional competence professional didactics cognitive ergonomics |
| url | https://journals.openedition.org/activites/1259 |
| work_keys_str_mv | AT janinerogalski ladidactiqueprofessionnelleunealternativeauxapprochesdecognitionsitueeetcognitivisteenpsychologiedesacquisitions |