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Thesis

French

ID: <

http://hdl.handle.net/20.500.11794/32269

>

Where these data come from
Problem-based learning based on socially alive primary issues

Abstract

In the 21st century, society is facing major transformations, notably linked to the demands of the digital age (Ontario Ministry of Education, 2016) and accessibility to information (Bollington, 2015). These represent a major challenge for education systems around the world (Hoechsmann and DeWaard, 2015) and require major changes in education (Mayes et al., 2014). The school must play a central role and adapt to the changes taking place in today’s world so that students develop skills that will enable them to be active and involved citizens (Albe, 2009). Dewey (1910/2004) highlighted the benefits of problem-based learning where students need to be engaged (Veletsianos -Doering, 2010) and familiarise themselves with the societal challenges they will face. In this respect, this study aims to document a problem learning approach (APP) where a socially lively issue (QSV) is exploited with primary school students to understand their survey process, the construction of their understanding of a complex problem and the underlying learning. In a case study approach, the discussions of groups of a 4th year of primary school involved in such an approach were analysed in order to reconstruct the chronology of their experience and to identify the phases of reflex thinking (Dewey, 1910/2004). In the light of their collective discourse, it can be seen that, on the basis of initial questions, students are challenging and, on return between the different phases of the survey, their reflex thinking becomes more complex. The question itself tends to evolve over the course of the investigation and new segments may emerge. In short, iterations between phases and surveys make it possible to challenge their understanding, building their knowledge and thus learning.

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