Classe inversée et élèves de l'enseignement secondaire : d'une perspective technologique à une approche anthropologique

Abstract : A pedagogical tool which reorganizes educational time and space thanks to the use of new technologies, the Flipped Classroom has generated great enthusiasm in education. Given the rapid development of this instructional approach at the secondary level in France, this research looks at the appropriation of the flipped classroom by French high school students and questions the dynamics created for the learner navigating in a flipped setting. Using questionnaires and semi-directive interviews conducted with 8 high school classes, an exploratory analysis was done to understand the evolution of students’ relationship to knowledge and how they reposition themselves in relation to their teacher. It appears that the flipped classroom approach is more of an instrument to serve teachers’ needs than a change agent for students. Beyond its impact on student motivation, which differs from one student to another, the Flipped Classroom approach seems to come within the scope of the redistribution of roles at the high school level, placing the student in a situation of tension between submission and responsibility concerning his/her learning.
Document type :
Theses
Complete list of metadatas

Cited literature [198 references]  Display  Hide  Download

https://tel.archives-ouvertes.fr/tel-02281741
Contributor : Abes Star <>
Submitted on : Monday, September 9, 2019 - 2:41:56 PM
Last modification on : Tuesday, September 10, 2019 - 1:19:07 AM

File

PRIGNOT_Patrick_2019_ED519.pdf
Version validated by the jury (STAR)

Identifiers

  • HAL Id : tel-02281741, version 1

Citation

Patrick Prignot. Classe inversée et élèves de l'enseignement secondaire : d'une perspective technologique à une approche anthropologique. Education. Université de Strasbourg, 2019. Français. ⟨NNT : 2019STRAG010⟩. ⟨tel-02281741⟩

Share

Metrics

Record views

46

Files downloads

27