Documents found
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2411.
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2412.More information
A fundamental skill for primary school students is the ability to solve problems collaboratively. Most research has focused on the analysis and assessment of this skill in primary school students. However, little attention has been paid to the process of designing tasks to foster the development of collaborative problem-solving in these students. Furthermore, collaborative problem-solving can only emerge in a meaningful way if the tasks are designed in such a way as to encourage students to collaborate. This research focuses specifically on the process of designing tasks related to educational robotics, using the theoretical framework of Engeström’s activity theory. Participants, made up of primary school teachers and educational consultants, completed a questionnaire about their task design process and took part in two group interviews. The results highlight that the design of educational robotics tasks, aimed at developing collaborative problem-solving in students, is dependent on the technological and educational robotics task design skills of the designer. The rules governing the design of educational robotics tasks include the time needed to set them up and teamwork.
Keywords: conception des tâches, activity theory, formation des enseignants, collaborative problem-solving, educational robotics, résolution collaborative de problèmes, robotique pédagogique, task design, théorie de l’activité, teacher education
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2413.More information
The notion of territory is still poorly integrated into the theoretical models most frequently used in social work. This paper, carried out for our Master’s thesis, seeks to better define the issues regarding travel and mobility in rural social work, by presenting the reality of social workers in La Haute-Côte-Nord MRC (regional county municipality), in the province of Quebec. This MRC is an essentially rural and disadvantaged region. The model proposed by Augustin and al. (2023) used here, integrates the notions of space to the various systemic levels, from the place of dwelling to global spaces, and also integrates their feedback loops of interactions between the levels. By enhancing the analysis of the complexities emerging from interactions with the spatial dimension, it allows to account for the challenges faced and strategies used by social workers in a region where this dimension is an integral part of their work. These realities are also shown here in the preliminary results of our current research.
Keywords: Rural social work, Travail social rural, intervention sociale, social intervention, distance, distance, territoire, sociospatial system, ecological models, spatialité, modèle écologique
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2414.More information
Being interested in socioecological issues, whether global or local, involves considering the different aspects of a territory; which implies adopting an interdisciplinary approach. It is with this interdisciplinary perspective that the story of the socio-ecological transition in the Saguenay-Lac-Saint-Jean (Quebec) is presented using a biographical approach. Accounts of actors, with the contribution of a consistent press review, allow us to observe this narrative. The latter is expressed by themes related to hope and anxiety, the need to adapt, the consideration of elements for quality of life such as the landscape, social ties, as well as the desire to continue to realize projects in a social and solidarity economy. Thus, actors who were apparently isolated initially, but who have distinguished themselves through social ecology practices where interactions are essential, can contribute to the transformation of the territory.
Keywords: Transition socioécologique, Socioecological transition, individual narratives, récit d'acteurs, Saguenay–Lac-Saint-Jean (Quebec), Saguenay–Lac-Saint-Jean (Québec)
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2417.More information
Following her doctoral thesis at the Sorbonne on the application of Pierre Bourdieu’s thought to Educational Sciences, and her involvement in establishing the communication of organizations as a research orientation in the Communication Sciences in France, Béatrice Galinon-Mélénec anchored her research in Communication Anthropology. This shift led her to found the Homme-trace (Human-Trace) paradigm. In this discussion, Béatrice Galinon-Mélénec looks back on her career path and explains how it lead her to an anthroposémiotique de la trace (human communication of the trace) based on an anthropological and co-constructivist perspective, a proposal offering a reading of signs seen as consequences of interactions between the “body-trace” and the “reality-trace”. It also clarifies its definition of the trace as a consequence, as well as one of indication, brand and footprint in relation to the trace. Finally, the researcher explains her vision of the research and investigation methods capable of capturing the complexity of reality through the “trace-consequences” that are variously accessible to humans.
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