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Conception d’un jeu-situation numérique et son appropriation par des professeurs : le cas de l’enseignement de l’énumération à l’école maternelle

Abstract : The use of the game for learning is not a new idea. However, the study of educational purpose games shows that game designers have difficulty articulating didactic and ludic. It is at this level that our thinking is focused, especially on the conditions of articulating ludic and didactic during the process of designing a resource. Taking into account this articulation led us to introduce a new term game-situation for this object between a didactic situation where learning is a priority and a game where the ludic is predominant. Our work is divided into two stages: the conception of a digital game-situation for the learning of enumeration skills in the kindergarten on the one hand and the appropriation of this resource by kindergarten teachers, on the other hand. The design of the resource is based on various theoretical frameworks, notably on the theory of didactic situations. In addition, the design combines didactic engineering methodology with Design-Based Research. Our study continues with the development of a model of a game-situation concept based on a fundamental process of integration. This model is tested in the design of the digital game-situation "On the farm" for the learning of enumeration skills in kindergarten. In a second step, we deal with the appropriation of this game-situation by kindergarten teachers. The conceptualisation of the appropriation notion is based on several domains: social and management sciences, didactics by convening in particular the documentary approach to didactics. We also place an emphasis on the professional knowledge of teachers who impact on the processes of resource appropriation. We can thus present a general theoretical model of the concept of appropriation of a new resource that we instantiate in the kindergarten and the digital with the tactile tablet tool. The appropriation is observed through three perspectives: instrumentation, instrumentalization and orchestrations that we link to professional knowledge
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Submitted on : Tuesday, March 13, 2018 - 3:16:08 PM
Last modification on : Wednesday, November 20, 2019 - 3:20:53 AM
Long-term archiving on: : Thursday, June 14, 2018 - 3:19:09 PM


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  • HAL Id : tel-01730704, version 1


Laetitia Rousson. Conception d’un jeu-situation numérique et son appropriation par des professeurs : le cas de l’enseignement de l’énumération à l’école maternelle. Histoire et perspectives sur les mathématiques [math.HO]. Université de Lyon, 2017. Français. ⟨NNT : 2017LYSE1260⟩. ⟨tel-01730704⟩



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