Boissonnade, Romain

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.

2017-11-1, Boissonnade, Romain, Arcidiacono, Francesco

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.

2017-3-4, Boissonnade, Romain, Iannaccone, Antonio

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

2017-11-30, Boissonnade, Romain, Giglio, Marcelo, Jeanbourquin, Anouck, Widmer, Aline, Richards, Kevin

A creative collaboration in classroom need for teachers’ to develop a specific activity in order to enable the pupils to learn and create actively. This can lead them to deploy a specific « creative scaffolding » (Giglio, 2015). One possibly important dimension is to plan and support individual moments of work as a condition for a fruitfull creative collaboration. In this collaborative research, we explore and describe a diversity of teachers’ actions to support this social variation occuring in classroom during a creative collaboration. Three secondary teachers and teacher students have to invent a teaching sequence involving individual moments of work, to anticipate their classroom reactions, to implement the sequence, and finally to observe and reflect on their own teaching activity. The results show three pedagogical sequences combining individual and collective moments of work during a creative collaboration proposed in history, litterature and natural science courses. We highlight different teachers’ actions to support an individual work during a collaborative work in classroom, and to support pupils’ transitions from a collective to an individual work and vice versa. The study also stress positive and negative effects of the sequence from the teachers and student teachers’ points of view.

2017-9-5, Giglio, Marcelo, Boissonnade, Romain

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

2017-11-1, Boissonnade, Romain, Arcidiacono, Francesco

2017-3-25, Boissonnade, Romain, Arcidiacono, Francesco

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