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Conference papers

Underpinning Intercultural Competence within a Context-Effect Didactic Method

Abstract : Modern learning approaches and teaching methods put a special emphasis on unleashing each student's innovative and creative potential. On the grounds that children need to become actors of their own active learning (Piaget, 1958, Bonwell et al., 1991), new pedagogies for science education are being developed alongside technologies (Scott CL, 2015). Arguably, in the knowledge-based era that we live in, the understanding of cultural diversity is highly considered as a core value and a driving force for innovation (Bouncken et al., 2016). In this regard, the project TEEC (Educational Technologies for Teaching in Context - Technologies Éducatives pour l' Enseignement en Contexte, funded by the program ANR-FRQSC) lays the groundwork for designing a context effects based learning approach, determined by the socio-cultural factors that influence one’s learning, which fosters collaboration among students in Guadeloupe and Quebec. Within the framework of TEEC, synchronous and asynchronous technologies are being combined with authentic learning situations (Newmann et al., 1995), in order to observe children’s understanding on different scientific objects in different disciplines: geothermal energy, sustainable development, linguistics, socio-history. This work outlines preliminary findings on two TEEC’s in-situ experimentations, more specifically one focusing on sustainable development (object of study: sugarcane/maple syrup) and the other one on linguistics (object of study: folktales of Antilles/Québec). These specific topics, which embody a high sense of didactic interest, are of fundamental importance for both territories especially in dimensions such as society, culture and economy. In the first case, sugarcane is a core reference point in Guadeloupe, while maple syrup is a prominent element of Québec’s culture. Our participants, elementary school students, undertook research investigations in their context, at then collaborated with their peers to draw conclusions on the notion, the existence and the manufacturing process of sugar. In the second case, folktales of Antilles and of Quebec are of different nature and follow different structure patterns. Students of primary school in Guadeloupe worked on a creole folktale entitled “Compère Zamba voulait tromper Compère Lapin” (Benzo, 2000) while the students of Quebec worked on a traditional folktale entitled “Rose Latulipe” (Aubert de Gaspé, 2006). During their research investigations, students improved their knowledge on folk literature and developed diverse conceptions around different specificities of the folktales. Their final production in collaboration was a common tale including elements from both regions. After the completion of these experimentations, participants -children aged 10-12 years old- were asked to note the cultural context elements that they have encountered and retained from their exchanges with their peers. The evidence draws from their answers to their post-tests, by which is feasible to identify some facts that impressed them the most regarding their peers, their cultural exchange experiences and those two various contexts.
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Contributor : Lamprini Chartofylaka Connect in order to contact the contributor
Submitted on : Tuesday, December 4, 2018 - 8:11:42 PM
Last modification on : Friday, November 5, 2021 - 4:16:10 AM


  • HAL Id : hal-01944789, version 1



Lamprini Chartofylaka, Thomas Forissier. Underpinning Intercultural Competence within a Context-Effect Didactic Method. 21st General Meeting and Conference (CAS-2018), 27th – 30th November 2018, The Caribbean Academy of Sciences (CAS), Nov 2018, Kingston, Jamaica. ⟨hal-01944789⟩



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