An analysis of co-piloting in the teaching-learning process: A case study of science class debate

Abstract : In an ergonomic psychology approach, the teaching-learning process is considered a dynamic environment [13] which emphasizes co-piloting by the teacher and the pupils. We suggest identifying exactly who takes charge in various co-piloting situations. This stems from observations of two videos of one teacher during two separate sessions of the same science class debate, carried out in different classes (the teacher's own class and an unknown class). The consideration of the teacher's and the pupils' positions towards a common reference point, comprised of posters presented by groups of pupils, as well as through pointing and indicating, allows for joint attention [23]. This aims to identify traces of interactional modalities around a specific point of reference. This study has found that the teacher intervenes more often in a situation with an unknown class.
Type de document :
Article dans une revue
WORK, IOS Press, 2012, pp.187-194. 〈10.3233/WOR-2012-1283〉
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https://hal.archives-ouvertes.fr/hal-01146132
Contributeur : François Texier <>
Soumis le : lundi 27 avril 2015 - 16:53:15
Dernière modification le : dimanche 14 octobre 2018 - 23:20:02

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Gregory Munoz, Laure Minassian, Isabelle Vinatier. An analysis of co-piloting in the teaching-learning process: A case study of science class debate. WORK, IOS Press, 2012, pp.187-194. 〈10.3233/WOR-2012-1283〉. 〈hal-01146132〉

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