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Boissonnade, Romain

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Boissonnade, Romain
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https://libra.unine.ch/handle/123456789/105

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  • Publication
    Métadonnées seulement
    What people do when solving the selection task ? Empirical findings and reflections on reasoning as a complex activity
    (2018-6-1)
    Boissonnade, Romain 
    ;
    Arcidiacono, Francesco 
    Deductive reasoning is extensively studied through different competing theories. Within a constructivist approach, reasoning competence is conceptualised as something that is naturally bounded and experientially constructed. The present paper aims at illustrating some issues connected to the complexity of reasoning. An experiment has been designed through an adapted version of the selection task. Along with observations realized in previous experiments, we present response patterns and written post hoc justifications produced by 137 participants (primary pre-service teachers). Quantitative and qualitative analyses showed some challenges to a model of reasoning activity: (a) there is a wide range of interpretations of the task leading participants to solve different problems; (b) when prompted, participants explain the way they refer to the given context to infer some expectations and to regulate their own interpretations and decisions by a reflective effort; (c) participants develop several problems while trying to solve the task. Inspired by current dual-process theories of reasoning, the results are discussed as ways to reflect on conceptualization of reasoning as a dynamic activity in social and material contexts, implying cycles of problematization and resolution. We finally propose to consider reasoning as an activity connecting cognitive and social skills to cultural tools.
  • Publication
    Métadonnées seulement
    Dyadic interactions and scientific explanation
    (2011-1-14)
    Boissonnade, Romain 
    The data that will be presented are part of a larger study in which 10-year-old children are observed elaborating scientific ideas about a physical phenomenon: buoyancy. They are presented with successive experimental activities during which, alone or with a peer, they regularly have to confront their predictions with the observation of whether different objects sink or not, and to try to build scientific explanations. Two activities will be considered here: sharing ideas in a dialogue and writing a general scientific explanation. These activities occur in a concrete context (available objects and tools) that constraints further elaborations. We would like to see to what extent these activities lead to different argumentative processes and conducts.
  • Publication
    Accès libre
    Apprendre et raisonner: approche développementale et socio-cognitive du rôle des situations collectives et individuelles d'apprentissage
    Boissonnade, Romain 
    ;
    Perret-Clermont, Anne-Nelly 
    ;
    Guidetti, M.
    ;
    Tartas, V.
    ;
    Cesar, M.
    ;
    Iannaccone, A.
    ;
    Weil-Barais, A.
    Les recherches sur le développement des conceptions en physique mettent l’accent soit sur des processus intraindividuels, soit sur des processus situés dans les situations collectives. En revanche, les situations individuelles et leur intérêt dans la construction des idées restent mal définis. Une expérimentation pré-/post-test a permis de suivre 106 enfants de 10 ans qui prédisent, justifient et expliquent de manière générale le phénomène de flottaison des objets. L’entraînement leur propose d’utiliser des objets et des outils pour élaborer à trois reprises une explication du phénomène, sans feedback de l’adulte. Quatre conditions expérimentales sont comparées. Dans deux conditions, les enfants travaillent par trois fois soit individuellement, soit en dyade. Deux autres conditions articulent des situations solitaires et dyadique : dans une condition, ils s’entraînent en individuel puis en dyade puis en individuel ; dans une autre, ils s’entraînent en dyade puis en individuel puis en dyade. Les évolutions cognitives diffèrent selon les conditions. Le fait de travailler régulièrement en dyade favorise l’enrichissement des justifications particulières. Le fait de faire travailler les enfants ensemble enrichirait le répertoire argumentatif pour décrire la réaction des objets. L’entraînement individuel-dyadique-individuel favorise de meilleures prédictions. Cette articulation spécifique des situations amènerait une restructuration plus profonde des connaissances. Il y a donc des articulations de situations plus favorables selon les performances attendues. L’analyse des conduites pendant l’entraînement et les études de cas révèlent l’importance des contradictions rencontrées, dues à la fois à l’hétérogénéité des objets, aux interactions entre pairs et à la présence d’outils. Des pistes de recherche et d’application sont enfin proposées., Research on how children conceptualize the principles of physics classically emphasizes intraindividual processes or collective situations. Individual situations and their consequences on the development of concepts are poorly defined. A pre-/post-test study was conducted in a school setting with 106 ten-year-old children. Children had to predict, justify and generally explain the phenomenon of buoyancy exhibited by objects immersed in water. During the training phases, they were free to use objects and instruments to write a general explanation. This task was repeated three times, which enable us to compare four experimental conditions: (1) children who worked individually; (2) children who worked in close collaboration; (3) children who began working individually, then worked in a dyad, and then worked again individually; and (4) children who began working in dyads, then worked individually, and then worked again in dyads. Evolution of cognition differed. When they are trained regularly in dyads, children develop better justifications of their particular predictions. Working in dyads enriches their argumentative repertoire to describe objects’ reactions. The individual-dyadic-individual training was the only experimental condition that led to progressively more accurate predictions. This specific combination may lead to a restructuration of cognitive processes. Each combination of social situation has a different effect on the childrens’ ability to predict, justify and generally explain. During the training, general and specific analyses of the practices of the children helped us to propose a detailed interpretation: these analyses show that children are confronted with different contradictions depending not only on their interactions with peers, but also with heterogeneous objects and tools. Future research is proposed.