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Les aide-mémoire, des outils cognitifs pour l'enseignement : Un essai de typologie

Abstract : The purpose of this paper is to categorize by type and function the various check-lists that can be observed in primary school classrooms. We first propose to consider teaching as the twofold activity of supervising and controlling a dynamic environment, the classroom, and then to show how check-lists can be used to help this activity. Third, we describe a study in which all the check-lists of six primary school experimented teachers are collected and their actual use observed. Open-ended interviews are also performed in order to elicit the way teachers design, produce and use check-lists in their daily practice. Three main functions are pointed out and discussed: the check-list as an action tool, as an instrument to help teachers perceive their surrounding environment, and as an intermediary object. Finally, we detail some action principles underlying these different uses that are likely to be used by teachers.
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Contributor : Philippe Dessus <>
Submitted on : Friday, December 26, 2008 - 11:06:13 AM
Last modification on : Friday, November 6, 2020 - 4:42:45 AM


  • HAL Id : hal-00349240, version 1




Philippe Dessus, Michèle Arnoux, Nelly Blet. Les aide-mémoire, des outils cognitifs pour l'enseignement : Un essai de typologie. Travail et Formation en Education. Revue européenne interdisciplinaire de recherche, Marseille:Travail & formation en éducation - UMR ADEF P3, 2008, 1, pp.n.d. ⟨hal-00349240⟩



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