Le Carnet d’expériences et d’observations au cycle 2 : un outil d’apprentissage scientifique pour l’élève ?
Depuis les années 2000, les élèves de la grande section de maternelle au collège doivent disposer d’un nouveau support : le cahier d’expériences et d’observations (CEO) qui doit développer des apprentissages relevant à la fois de la maîtrise de la langue, du vivre ensemble et de l’acquisition de com...
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| Vydané v: | Recherches en éducation Ročník 25 |
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| Hlavní autori: | , , |
| Médium: | Journal Article |
| Jazyk: | English French |
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Nantes Université
01.03.2016
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| ISSN: | 1954-3077, 1954-3077 |
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| Abstract | Depuis les années 2000, les élèves de la grande section de maternelle au collège doivent disposer d’un nouveau support : le cahier d’expériences et d’observations (CEO) qui doit développer des apprentissages relevant à la fois de la maîtrise de la langue, du vivre ensemble et de l’acquisition de compétences scientifiques. Le sens de ces apprentissages construits par les élèves, et dont le CEO garde les traces, sera analysé en mobilisant la notion de conscience disciplinaire développée par Yves Reuter (2003, 2007). Cette notion se définit comme la manière dont les acteurs scolaires (re)construisent les disciplines scolaires et permet d’approcher les difficultés des élèves. Il s’agit ici de présenter quelques résultats d’une recherche visant à analyser comment se construit la conscience disciplinaire scientifique chez les élèves de GS et de CE1 à travers l’outil CEO. Quelle matérialité est prise par le CEO ? Quelles sont les activités effectives réalisées par les élèves ? Que retiennent les élèves de l’usage du CEO ? Nous analyserons les productions d’élèves en GS et en CE1, dont l’entrée dans l’écrit est difficile ou plus facile, et les croiserons avec des entretiens réalisés à l’issue de leur travail et des observations de classe.
Since the 2000s, the pupils from kindergarten to secondary school have to use a new tool: the notebook of experiences and observations (CEO) which should develop learning, simultaneously improving the command over the language, group life, and the acquisition of scientific skills. The meaning of this learning constructed by the pupils, and of which the CEO keeps track, will be analysed with the help of the notion of subject consciousness developed by Yves Reuter (2003, 2007). It is defined as the manner in which the academic actors (re)construct academic disciplines and permits a closer look at the difficulties that pupils experience. This article therefore, presents some results of a study aimed at analysing how the consciousness of scientific disciplines is constructed by the pupils of kindergarten and grade 2 with the help of the CEO. What the CEO looks like? What are the actual activities carried out by the students? What do pupils retain of the use of the CEO? We will analyse the productions of the pupils whose entry into writing is difficult or easier, and will then cross-reference them with both interviews conducted at the end of their work and class observations. |
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| AbstractList | Since the 2000s, the pupils from kindergarten to secondary school have to use a new tool: the notebook of experiences and observations (CEO) which should develop learning, simultaneously improving the command over the language, group life, and the acquisition of scientific skills. The meaning of this learning constructed by the pupils, and of which the CEO keeps track, will be analysed with the help of the notion of subject consciousness developed by Yves Reuter (2003, 2007). It is defined as the manner in which the academic actors (re)construct academic disciplines and permits a closer look at the difficulties that pupils experience. This article therefore, presents some results of a study aimed at analysing how the consciousness of scientific disciplines is constructed by the pupils of kindergarten and grade 2 with the help of the CEO. What the CEO looks like? What are the actual activities carried out by the students? What do pupils retain of the use of the CEO? We will analyse the productions of the pupils whose entry into writing is difficult or easier, and will then cross-reference them with both interviews conducted at the end of their work and class observations. Depuis les années 2000, les élèves de la grande section de maternelle au collège doivent disposer d’un nouveau support : le cahier d’expériences et d’observations (CEO) qui doit développer des apprentissages relevant à la fois de la maîtrise de la langue, du vivre ensemble et de l’acquisition de compétences scientifiques. Le sens de ces apprentissages construits par les élèves, et dont le CEO garde les traces, sera analysé en mobilisant la notion de conscience disciplinaire développée par Yves Reuter (2003, 2007). Cette notion se définit comme la manière dont les acteurs scolaires (re)construisent les disciplines scolaires et permet d’approcher les difficultés des élèves. Il s’agit ici de présenter quelques résultats d’une recherche visant à analyser comment se construit la conscience disciplinaire scientifique chez les élèves de GS et de CE1 à travers l’outil CEO. Quelle matérialité est prise par le CEO ? Quelles sont les activités effectives réalisées par les élèves ? Que retiennent les élèves de l’usage du CEO ? Nous analyserons les productions d’élèves en GS et en CE1, dont l’entrée dans l’écrit est difficile ou plus facile, et les croiserons avec des entretiens réalisés à l’issue de leur travail et des observations de classe. Since the 2000s, the pupils from kindergarten to secondary school have to use a new tool: the notebook of experiences and observations (CEO) which should develop learning, simultaneously improving the command over the language, group life, and the acquisition of scientific skills. The meaning of this learning constructed by the pupils, and of which the CEO keeps track, will be analysed with the help of the notion of subject consciousness developed by Yves Reuter (2003, 2007). It is defined as the manner in which the academic actors (re)construct academic disciplines and permits a closer look at the difficulties that pupils experience. This article therefore, presents some results of a study aimed at analysing how the consciousness of scientific disciplines is constructed by the pupils of kindergarten and grade 2 with the help of the CEO. What the CEO looks like? What are the actual activities carried out by the students? What do pupils retain of the use of the CEO? We will analyse the productions of the pupils whose entry into writing is difficult or easier, and will then cross-reference them with both interviews conducted at the end of their work and class observations. |
| Author | Zaid, Abdelkarim Cohen-Azria, Cora Boyer, Catherine |
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| Title | Le Carnet d’expériences et d’observations au cycle 2 : un outil d’apprentissage scientifique pour l’élève ? |
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