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Kohler, Alaric

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Kohler, Alaric
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https://libra.unine.ch/handle/123456789/97

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  • Publication
    Accès libre
    From inference processes to situations of misunderstanding
    (2022)
    Kohler, Alaric 
    ;
    Mehmeti, Teuta 
    In this paper, we describe inferences on a school task, which are reconstructed by the mean of two perspectives from argumentation theory: The pragma-dialectical model and Grize’s natural logic. Both analyses focus on the same item of mathematics, issued from a PISA survey, in order to discuss their specific contribution in elucidating the actual reasoning involved in both the student's answer and the evaluator’s expectations. The mismatch between these two points of view allow us to discuss the potentiality of a situation of misunderstanding. Investigating how specific tasks in particular contexts are interpreted provides a contribution to methodological approaches treating thinking processes as situated and socially negotiated from a diversity of points of views, as for example Inhelder’s (1962 microgenetic approach. In order to extend such analysis to interpretations of discourse, an interdisciplinary approach combining argumentation theory and socio-cognitive psychology is needed. Here, we observed for instance that students may provide the expected answers and still interpret the question or problem differently from the task’s designers (or “teacher”). The meaning of language and other signs, such as graphs or mathematical symbols, cannot be taken for granted when several interlocutors are involved. This issue chiefly concerns argumentation theory, since it raises the question of the integration of specific contexts and points of view in the analysis of argumentation. Therefore, argumentation should be analysed also as a process, and not only as a product; For more detail on this distinction, see for instance Grize (1996) and Kuhn & Udell (2003, 2007).
  • Publication
    Métadonnées seulement
    Elements of Natural Logic for the Study of Unnoticed Misunderstanding in a Communicative Approach to Learning
    (2017-5-16)
    Kohler, Alaric 
    This paper presents a methodology building on Grize’s Natural Logic to study unnoticed misunderstanding in teaching and learning communication. The study of unnoticed misunderstanding is important for education, as misunderstanding has been pointed out as a candidate mechanism for the reproduction of social inequalities at school. It is also a challenge, because most linguistic approaches rely on the interlocutors’ attempts to repair a specific communicative failure for identifying and describing misunderstanding. Additionally, the study of misunderstanding at school requires not only a discursive but also a cognitive approach to understanding, in order to relate the description of misunderstanding to the school subject matter. We present one example of misunderstanding at college, in physics, to illustrate the methodology. I argue that Natural Logic provides a useful theory for relating a communicative level of analysis with a semiotic level, allowing a scientific study of interlocutors’ interpretation here and now.
  • Publication
    Métadonnées seulement
    From innovative teacher education to creative pedagogical designs
    (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.
  • Publication
    Métadonnées seulement
  • Publication
    Métadonnées seulement