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Boissonnade, Romain
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Boissonnade, Romain
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- PublicationMétadonnées seulementThe use of the selection task as an instrument for teacher education: a preliminary experimental research(2017-11-1)
; This paper presents a pilot experiment using the selection task in order to explore its potential to favour deductive reasoning learning. For this purpose, a teaching sequence has been designed as follows: in pre- and post-tests, pre-service teachers (students in education) were asked to solve both abstract and thematic versions of the selection task. In the control training, a video has been used to explain the expected solutions according to classical logics, while in the experimental training the video also illustrates the potential consequences in the school context. Furthermore, a questionnaire has been addressed to participants in order to detect their expectations about the sequence and their perception of the methodology courses offered at university. Results indicate that most participants of both conditions have developed correct solutions in the post-test. Students of the experimental condition have judged more positively the teaching sequence and have expressed a stronger interest for methodology courses. An additional semi-structured interview has been conducted in order to collect further suggestions about the implemented teaching activity. The study indicates different epistemological perspectives in using the selection task as a useful tool for teaching and reasoning, as well as implications for the university methodology courses. - PublicationMétadonnées seulementWhy Do Primary Student Teachers Use Individual Moments of Work in Class?(2015-11-25)
; The sociocultural paradigm emphasised the social conditions of learning. It was regularly invoked in order to promote a pedagogy of group work. Although many research showed positive effects on learners due to cooperative or collaborative dynamics, teachers can be reluctant to use group work. This preliminary study is designed to better understand how individual moments of work can be thought according to student teachers’ perspective on their own teaching practices. We explored primary student teachers’ responses concerning “individual work”, defined as a social situation to work and learn in the classroom. Using a short open questionnaire, twelve primary student teachers gave a large array of rationales about using pupils’ individual moments of work in class. This study should help to better acknowledge how they anticipate and specify these individual moments of work during the lessons. The results also point out potential contradictions which may enlighten teachers’ frequent resistances to group work in class. Finally, it opens up a field for further research in education. - PublicationMétadonnées seulementPractical versus pragmatic: enlarging the selection task, extending reasoning(2015-9-25)
; In the selection task, individuals generally do not follow the deductive rules of standard logic. In the present research, a new abstract selection task was designed by extending the range of cards that the participants face (inspired by Manktelow, Sutherland and Over, 1995). It was used in two experiments to test predictions about the matching bias and the probabilistic approach of reasoning. By multiplying the number of cards, we showed a reduction of the pq response, indicating that the matching bias may partly be due to practical features of the task (experiment 1). Surprisingly, half of the participants unsystematically turned over specific cards in some categories. The post hoc justifications allowed us to distinguish several possible interpretations of the task, and differing strategies, (either deductive or inductive) in a bid to uncover contradictions. The result was replicated with a short-time procedure. It also showed a progression of the logical p not-q response (experiment 2). We thus propose that a distinction be made between a pragmatic and a practical component of the matching bias. The features of the task also define a range of deductive and inductive strategies to solve the problem.