Boissonnade, Romain

2017, Giglio, Marcelo, Boissonnade, Romain, Kohler, Alaric, Cartier, Sylvie C., Mottier Lopez, Lucie

2015-10-22, Kohler, Alaric, Boissonnade, Romain, Giglio, Marcelo

This contribution is about the design of innovative teaching practices. Innovation is fostered by a focus on creative tasks for school pupils, and supported by teacher education courses. Two examples of teacher education practice are presented, both requiring from student teachers to produce innovative pedagogical designs. A pedagogical design is defined by a specific set of tasks, by a social setting and by a sequence. The first example requires pedagogical designs offering a thinking space to learners, while the second example is based on an iterative research methodology (PIO). The discussion of these two examples stresses two features of these practices, that can be considered supporting creativity and agency in classroom activities: the anticipation and confrontation between prediction and observation, and the articultion of collective and solitary moments of work in specific sequences. Future research could investigate the potential support the various combinations of collective and solitary moments of activity offer to creativity. These combinations can be designed for teaching practices to fit specific pedagogical and learning objectives, and can be evaluated through micro-design research.

2013-8-29, Boissonnade, Romain, Foudon, Nadège, Kohler, Alaric, Iannaccone, Antonio

2017, Kohler, Alaric, Boissonnade, Romain, Padiglia, Sheila, Meia, Jean-Steve, Arcidiacono, Francesco

2015-2-25, Melfi, Giuseppe, Boissonnade, Romain, Kohler, Alaric, Chabloz, Bernard, Eastes, Richard-Emmanuel, Perrin, Denis, Petignat, Pierre, Lebrun, Marlène

2013-6-13, Boissonnade, Romain, Kohler, Alaric, Foudon, Nadège, Iannaccone, Antonio

2016-10-6, Boissonnade, Romain, Kohler, Alaric, Iannaccone, Antonio

2013-8-30, Boissonnade, Romain, Foudon, Nadège, Kohler, Alaric, Iannaccone, Antonio

Children are regularly involved in museums, exhibitions and workshops about green technology. Our research takes place in Switzerland, in a DIY activity organised by experts in photovoltaic development. The explicit aim of the activity is for children to design, build and adapt a solar toy of their own mind within 2-3 hours, for instance a boat or a little merry-go-round. Many tools and materials are available, and adults just help children to use these objects to make their desired toy. During three different sessions of this DIY activity, we interviewed 25 children aged 8 to 13 y.o.. A pre-test/post-test exploratory study, based on interviews about the sun, the solar energy and the solar cell, allow us to interpret children conceptions before and after the activity. Results indicate minor changes in solar energy and solar cell conceptions after the activity: for instance, some children have become able to focus on physical devices of the green technology such as electrical wires, or can sometimes remove or integrate the role of the sun in their explanations. Some of these naïve conceptions about the physical domain can be explained by previous research on electricity or movement. Finally, our results highlight some specific difficulties in the children understanding, directly related to the solar technology. We conclude on new questions about the way children think about solar energy and how to investigate this new domain.

2013-6-13, Kohler, Alaric, Boissonnade, Romain, Foudon, Nadège, Iannaccone, Antonio