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Publications

Titre  
 
Livres
Kohler, A. (2010). Le problème de la détermination à la vertu dans le stoïcisme. Sarrebruck: Editions Universitaires Européennes.
   
Chapitres de livres
Giglio, M., Boissonnade, R., & Kohler, A. (2017). Les gestes de l’enseignant visant un apprentissage autorégulé de la collaboration créative en classe. In S. C. Cartier, & L. Mottier Lopez (Eds.) Soutien à l'apprentissage autorégulé en contexte scolaire: perspectives francophones. (pp. 117-135). Québec: Presses de l’Université du Québec.
   
Kohler, A., Boissonnade, R., Padiglia, S., Meia, J. S., & Arcidiacono, F. (2017). La formation à et par la recherche des enseignants du secondaire à la HEP-BEJUNE: le dispositif actuel et quelques perspectives pour le futur. In Synergie entre recherche, formation et enseignement. Actes de la recherche de la HEP-BEJUNE n°11. (pp. 103-119). Bienne: HEP BEJUNE.
   
Kohler, A., & Donzé, T. (2017). De la pensée qu'il faut apprendre ou formater, à l'apprentissage de la pensée : quelques éléments d'une épistémologie perspectiviste pour un usage scolaire. In M. Lebrun (Ed.) L'école apprend-elle à penser ?. (pp. 59-84). Bienne: Éditions HEP-BEJUNE.
   
Kohler, A. (2014). Cause and Catalyst : A Differentiation. In The Catalyzing Mind, Beyond Models of Causality. (Vol. 11, pp. 33-70). New York: Springer.
   
Muller Mirza, N., Perret-Clermont, A. N., Haüsermann, G., Pochon, L. O., Kohler, A., Tateo, L., & et al., . (2008). Description of the experimentations in Switzerland and in Italy. In B. Schwarz, & A. N. Perret-Clermont (Eds.) ESCALATE's White Book on Argumentation- and Enquiry-Based Science Learning. (pp. 217-262). Online: HUJI and UniNE.
   
Articles de périodiques
Kohler, A. (2017). Elements of Natural Logic for the Study of Unnoticed Misunderstanding in a Communicative Approach to Learning. Argumentum, 13(2), 80-95.
   
Kohler, A., Boissonnade, R., & Giglio, M. (2015). From innovative teacher education to creative pedagogical designs. Teaching Innovations, 28(3), 116-129.
   
Kohler, A., Chabloz, B., & Perret-Clermont, A. N. (2015). Dispositifs d'enseignement mi-finis: une condition de collaboration entre enseignants et chercheurs ?. Cahiers de psychologie et éducation, 51, 5-26.
   
Kohler, A. (2014). Semiotic coevolution by organic and sociocultural selection. Culture & Psychology, 20, 192-202.
   
Kohler, A. (2011). To think human out of the machine paradigm: homo ex machina. Integrative Psychological and Behavioral Science, 44(1), 39-57.
   
Kohler, A. (2011). Analyse interlocutoire d’une tâche collective médiatisée par ordinateur: entre collaboration et rapport de force. Cahiers de psychologie et éducation (Université de Neuchâtel), 45(1), 17-38.
   
Arcidiacono, F., & Kohler, A. (2010). Elements of design for studying argumentation: the case of two on-going research lines. Cultural-Historical Psychology(1), 65-74.
   
Actes de congrès
Kohler, A., & Mehmeti, T. (2018). Studying the Process of Interpretation on a School Task: Crossing Perspectives. Paper presented at S. Oswald, & D. Maillat (Eds.), Argumentation and Inference: Proceedings of the 2nd European Conference on Argumentation. Fribourg 2017 (pp.453-478). London: College Publications..
   
Présentations
Kohler, A., & Mehmeti, T. (2017). Studying the Process of Interpretation on a School Task : Crossing Perspectives. Presented at ECA2017 – 2nd European Conference on Argumentation, Fribourg.
   
Kohler, A., Chabloz, B., & Perret-Clermont, A. N. (2017). Teacher Education Master thesis: An opportunity to bridge practice and research?. Presented at EAPRIL Conference : Where Practice and Research on Learning and Development Meet, Bienne, Switzerland.
   
Kohler, A., & Giglio, M. (2016). Children and teachers’ collective reasoning in a creative task. Presented at Joint SIG 20 and SIG 26 Meeting “Inquiry and Argumentation: Education for Thinking”, European Association for Research on Learning and Instruction (EARLI), University of Ghent, Ghent, Belgium.
   
Kohler, A., & Perret-Clermont, A. N. (2016). Triangulation of perspectives in physics classes. Presented at Joint SIG 20 and SIG 26 Meeting “Inquiry and Argumentation: Education for Thinking”, European Association for Research on Learning and Instruction (EARLI), University of Ghent, Ghent, Belgium.
   
Kohler, A., & Chabloz, B. (2016). L'enseignant concepteur de séquences d'enseignement à partir d'un dispositif mi-fini. Presented at Colloque La conception d'un artefact : approches ergonomiques et didactiques, Haute École Pédagogique Vaud, Lausanne, Suisse.
   
Boissonnade, R., Kohler, A., & Iannaccone, A. (2016). Essai sur les fonctions psychologiques de la résistance matérielle dans l’apprentissage lors d’activités informelles de bricolage. Presented at La conception d'artefacts : approches ergonomiques et didactiques, Lausanne, Suisse.
   
Kohler, A. (2015). Natural Logic : a transdisciplinary method of analysis of cognition and language. Presented at 16th Biennal Conference of the International Society of Theoretical Psychology, Coventry, UK.
   
Kohler, A. (2015). Towards a description of scientific knowledge as a perspective : insights from history of science and science education. Presented at 16th Biennal Conference of the International Society of Theoretical Psychology « Resistance & Renewal», Coventry, UK.
   
Kohler, A. (2015). Conceptions about physics under the scrutiny of a communicative approach to learning : when misconceptions can be understood as misunderstandings. Presented at 16th Biennial EARLI Conference for Research on Learning and Instruction « Towards a Reflexive Society », Limassol, Cyprus.
   
Kohler, A. (2015). Elements of natural logic for the study of unnoticed misunderstanding in a communicative approach to learning. Presented at Fifth International Symposium on Discourse, representations, argumentation (COMMUNALIS ), "Contemporary Public Discourse: Semiological, Argumentative and Rhetorical New Models", Alexander I.Cuza University, Iaşi, Roumania.
   
Kohler, A. (2014). Analyzing Semiotic Catalysis with Natural Logic : a Proposal. Presented at 3rd International Seminar on Cultural Psychology: Conceptualizing Catalysis in Theory and Practice, Bahia, Brasil.
   
Kohler, A. (2014). Analysis of teachers' communication with Natural Logic: Guiding thought operations with a practice of discourse. Presented at Annual Meeting of the Société Suisse de la Recherche en Éducation SSRE-SGBF, Luzern, Switzerland.
   
Kohler, A., & Perret-Clermont, A. N. (2011). A Microworld for laboratory lessons in physics. Journey to the classroom. Presented at Red-Ink International Conference «Rethinking education in the knowledge society», Monte Verità, Ascona, Switzerland. - Fulltext https://libra.unine.ch/Publications/21563 (State: 2020-12-04).
   
Giglio, M., Kohler, A., Chabloz, B., Bugnon, A., & Perret-Clermont, A. N. (2009). Engendrer et transmettre du savoir: Deux dispositifs de recherche dans le cadre de l’activité de formateur HEP. Presented at Symposium "Pratiques de recherche dans les Hautes Ecoles Pédagogiques et professionnalisation de l'enseignement" (Chair: B. Wentzel). Annual Congress of Swiss Society of Research in Education, Zurich, Switzerland.
   
Kohler, A., & Perret-Clermont, A. N. (2008). Are naïve models of causality interfering with learning in physics classroom?. Presented at ISSBD Conference, Würzburg, Allemagne.
   
 
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*Format bibliographique : APA5