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Perret-Clermont, Anne-Nelly
Nom
Perret-Clermont, Anne-Nelly
Affiliation principale
Fonction
Professeure émérite
Email
anne-nelly.perret-clermont@unine.ch
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Résultat de la recherche
Voici les éléments 1 - 10 sur 12
- PublicationAccès libre
- PublicationAccès libreTrasformazioni nel mestiere dell'orologiaio: artefatti e contesti(2011)
; Perret, Jean-François - PublicationAccès libre
- PublicationAccès libreFrom the back of the classroom I understand my students much better ! Secondary school teachers experiment incorporating ICT into their teaching(2003)
; ; ; Perret, Jean-FrançoisThe SUMUME project “Enseignement avec SUpports MultiMEdias” (teaching with multi-media support) is the product of a collaboration between the canton of Neuchâtel (the Department of Public Instruction and Cultural Affairs), a business enterprise (BIP Info SA) and a university department (the Institute of Psychology of the University of Neuchâtel). It involved the production by practicing teachers of three sequences of teaching with multi-media support – in French, mathematics, and history- geography.
The involved teachers developed tools suited to their particular needs and the didactic of their subjects. It rapidly became apparent that the educational software had the effect of transforming their modes of teaching in interesting ways. In particular it created the opportunity to take on another role: they became conceivers of the instruments of learning, organisers, coaches and advisors, all the while remaining engaged in the transmission of knowledge but with the benefit of a more personalised supervision of their pupils. And they found their viewpoint changed: it was no longer by facing the class but from the back of it that they understood their students better ! - PublicationAccès libreDo I choose ? Attribution and control in students of a technical school(2000)
; Perret, Jean-François - PublicationAccès libreRapport au savoir et à l'apprentissage dans une Ecole Technique(1999)
; - PublicationAccès libreSociocognitive interactions in a computerised industrial task : are they productive for learning ?(1999)
; - PublicationAccès librePenser et réaliser un usinage à l'ordinateur : approche socio-cognitive d'une situation de formation professionnelle(1998)
; Golay Schilter, DanièleThis research was conducted in a vocational school that suddenly has to face the arrival of new technologies in the machining trade. Our aim was to examine interdependancies between two levels of reality : the micro level of the social interactions between learners and teacher in the workshop; and the more general level of psychological, pedagogical, technical and social factors that affect students' involvement in learning and training. From our observations it is clear that these students, when confronted with specific technical difficulties, do try to study them in order to overcome them. However they seem equally involved in face-saving strategies, the search forshort cuts that could help them finish their work in time, and the expression of their ambivalence towards automation or their doubts as to the relevance of the school exercises they have to perform., Nous présentons une recherche conduite dans un établissement de formation professionnelle "bousculé" par l'arrivée de nouvelles technologies de fabrication. Elle tente d'articuler deux plans : celui d'une micro-analyse des interactions sociales au sein même d'un atelier de mécanique et celui des enjeux psychologiques, pédagogiques, techniques et sociaux qui marquent la manière dont les apprenants s'engagent dans leurs activités de formation. Nos observations montrent que les étudiants, confrontés à des difficultés techniques, mobilisent certes leurs connaissances pour chercher des solutions, mais on les voit aussi s'activer pour finir au plus vite, tenter de sauver la face, manifester des attitudes ambivalentes à l'égard de l'automation, ou encore s'interroger sur le sens ou la pertinence des travaux pratiques qui leur sont proposés., Nosotros presentamos una investigación realizada en un establecimiento de formación profesional que hace frente a la llegada de nuevas tecnologías de fabricación. Ella intenta articular dos planos : el correspondiente a un micro-análisis de interacciones sociales en el seno mismo de un taller de mecánica y aquel de los factores psicológicos, pedagógicos, técnicos y sociales que marcan la manera como los alumnos se involveran en sus actividades de formación. Nuestras observaciones muestran que los estudiantes, confrontados a dificultades técnicas, mobilizan algunos de sus conocimientos para buscar soluciones, pero igualmente se les observa involucrarse en estrategias que les permiten finalizar su trabajo en un tiempo breve, manifestar actitudes ambivalentes hacia la automatización, o todavía preguntarse sobre el sentido o la pertinencia de los trabajos prácticos que le son propuestos. - PublicationAccès libreInteractions entre maître et élèves en cours de travaux pratiques(1997)
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