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Apprendre en construisant des hypertextes ?

Abstract : This research is an attempt to understand the intellectual reasoning of “collège” students (12-to-15-year-olds) and “lycée” students (16-to-18-year-olds) confronted with the building of hypertexts as props for learning academic contents. The research looks first at the notion of hypertext from historical, semantic and technical standpoints and then at the notion of concept itself. The approach, set within a constructivist theoretical framework, uses a priori cognitive analysis of the tasks set to students, class observation and detailed analysis of student performances and interviews, and, as such, is a deliberately qualitative one. The field study, focusing on the creation of hypertext documents in the classroom, shows how (sometimes unexpectedly) complex the set tasks can be and how keen the students will be to pick the easiest ways out from a cognitive standpoint ; this leads them to underuse the structural opportunities of hypertexts and makes the expected learning benefits uncertain. In conclusion, this research aims to determine the favourable conditions for relevant use of hypertext building in the classroom.
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Contributor : Florence Galand <>
Submitted on : Wednesday, January 21, 2004 - 3:40:30 PM
Last modification on : Tuesday, September 17, 2019 - 9:40:14 AM



  • HAL Id : edutice-00000341, version 1



Christian Euriat. Apprendre en construisant des hypertextes ?. Education. Université Nancy II, 2002. Français. ⟨edutice-00000341⟩



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