Éditeur(s) : HAL CCSD
Résumé : National audience
L’enseignement des sciences naturelles vise à permettre aux enfants de construire une représentation rationnelle de leur environnement. Pour ce faire, il est habituel de construire des enseignements authentiques mettant en place une démarche d’investigation ancrée dans un contexte écologique particulier. Des travaux antérieurs ont décrit les effets de contexte comme des événements se produisant en situation d’apprentissage lorsque les contextes de deux acteurs sont différents. Postulant que ces effets de contexte peuvent être considérés non comme une limite à l’apprentissage mais comme un atout, nous avons mis au point une innovation pédagogique afin d’observer, de décrire et de modéliser les modalités d’émergences des effets de contextes. Les apprentissages étudiés portent sur l’étude de grenouilles singulières (Lithobates catesbeianus, Euleutherodactylus sp.) par des enfants de 10 à 13 ans de Guadeloupe et du Québec. La séquence pédagogique inclut notamment un environnement numérique de travail, des visioconférences régulières et une démarche d’investigation sur le terrain assisté par ordinateur. Dans une méthodologie de design based research, des données de différents types (questionnaires, enregistrements, productions d’élève par exemple) ont été collectées. Les résultats préliminaires permettent de décrire différents types d’expression des effets de contexte. Une modélisation de leur émergence est menée à partir des différences entre les contextes écologiques sur lesquels les élèves travaillent. Elle vise à fournir des outils prédictifs pour le chercheur comme pour le concepteur d’enseignement.
IHM'14, 26e conférence francophone sur l'Interaction Homme-Machine
Lille, France

Droits : info:eu-repo/semantics/OpenAccess
hal-01089623
https://hal.archives-ouvertes.fr/hal-01089623
https://hal.archives-ouvertes.fr/hal-01089623/document
https://hal.archives-ouvertes.fr/hal-01089623/file/p38-forissier.pdf

Éditeur(s) : HAL CCSD Springer
Résumé : International audience
In science learning, context is an important dimension of any scientific object or phenomenon, and context-dependent variations prove to be as critical for deep understanding as are abstract concepts, laws and rules. The hypothesis presented is that a context gap between two students can be illuminating to highlight the respective general-particular aspects of an object or phenomenon. Furthermore, provoking a perturbation during the learning process to obtain the emergence of such an event could be a productive tutoring strategy. The authors introduce the emergence of context effects as a problem space, to be modeled in the system, and propose a model of the contextual dimension (MazCalc) associated with an analytical view of its modeling, based on a metaphor in physics. A Learning Scenario (Gounouy) has been designed and tested with two groups of learners in Guadeloupe and in Quebec, and MazCalc has been instantiated for this pilot study. Finally, an architecture of a Context-Aware Intelligent Tutoring System is presented, with services to learners, teachers and researchers.
Context in Computing

ISBN : 978-1-4939-1886-7
hal-01536054
https://hal.univ-antilles.fr/hal-01536054
DOI : 10.1007/978-1-4939-1887-4_17

Éditeur(s) : HAL CCSD
Résumé : International audience
Les enseignements basés sur les effets de contexte visent à mettre les contextes au cœur du design pédagogique. A partir de l’exemple d’un apprentissage sur la grenouille impliquant des élèves de Repentigny (Québec) et du Moule (Guadeloupe) les modalités et les motivations de ce type d’enseignement seront exposées. Il s’appuie sur la gestion de l’émergence des effets de contextes liée aux écarts de conceptions des élèves tout au long d’une séquence pédagogique incluant notamment un environnement numérique de travail et une démarche d’investigation.Dans une méthodologie de design based research, de nombreuses données directes et indirectes ont été collectées. Les résultats préliminaires montrent différents types d’expression des effets de contexte ainsi que les thèmes et moments où ils émergent. Une modélisation des lieux et des moments d’émergence des effets de contexte est menée à partir des différences entre les contextes écologiques sur lesquels les élèves travaillent. Elle vise à fournir des outils prédictifs pour le chercheur comme pour le concepteur d’enseignement. La discussion portera sur La place de l’ ’environnement numérique de travail dans ce les enseignements basés sur les effets de contexte, les possibles généralisations de ce type d’enseignement et l’élaboration d’un « Context-Aware Intelligent Tutoring System ».
Congrès de l’Association francophone pour le savoir (ACFAS) 2014
Montréal, Canada

hal-01539478
https://hal.univ-antilles.fr/hal-01539478

Éditeur(s) : HAL CCSD
Résumé : International audience
The purpose of this study is to identify links between the geothermal context and the conceptions in different initial teachers training, from the Caribbean and North America. The Caribbean Islands are located in a subduction zone, creating a great potential for geothermal energy. In Guadeloupe, this potential has been harnessed and a geothermal power plant produces about 5% of the local demand for electricity. It is called high temperature geothermy. In Quebec the bedrock mainly consists of ancient Precambrian rocks from the Canadian Shield, which does not allow for electricity production. The geothermal heat is used to regulate the temperature in buildings, to create spars, to grow crops and other purposes. It is called low temperature geothermy. This design-based research (Sandoval, W. et Al., 2004) takes part in the contextualization of sciences education research works (Blanchet, P. et Al., 2009, Anciaux, F. et Al., 2013) and in the continuation of the Gounouy project (Fecil, S. et Al., 2014). A project-based learning on geothermal energy has been set up with two groups of initial teachers training from the Université du Québec à Montréal (UQAM) and from the French West Indies University (UA). The purpose is to create collaborations between each group in order to enable them to encounter, recognize and formulate their conceptions. Further, they will collectively elaborate a more complex understanding of conceptions about geothermy. More specifically, the design used in this experiment aims to highlight context effects (Merlo-Leurette, S., Forissier, T., 2009). Context effects are pedagogical events occurring when there is a clash between the different conceptions of students, observed uring courses regarding different problematics related to geothermal energy. Communications via videoconferences were arranged so that the counterpart teams may discuss their investigative findings. Videos from the exchanges have been collected, as well as weekly summaries about student’s accomplishment, ideas, questions and feelings. Pre-test and post-test questionnaires on geothermal energy were submitted at the beginning and at the end of the project, to compare conceptions before and after the learning process. Collected data enables to bring out the student’s contextuality. Therefore, they highlight context effects, due to the differences between the geothermal contexts in Guadeloupe and in Montreal.This study is supported by the Geotref project.
CARIBBEAN ACADEMY OF SCIENCES 20 th GENERAL ASSEMBLY AND BIENNAL MEETING
Dehaies, Guadeloupe, France

hal-01534665
https://hal.univ-antilles.fr/hal-01534665

Éditeur(s) : HAL CCSD
Résumé : Proceedings of the 10th International and Interdisciplinary Conference, CONTEXT 2017, Paris, France, June 20-23, 2017
International audience
This paper presents a research project in science education that is positioned at the intersection of computer science and context in learning. The main objective is to improve learning process by creating a software tool that participates, from the inception to the achievement, in the design of leaning scenarios, based on context effects, and, to show that context effects' learning is an efficient method in the development of student's knowledge regarding a concept. The software will compute differences between two – or more – external contexts based on specific parameters, related to the phenomenon or object that students are expected to study. The elaboration of the calculator (" the MazCalc ") is conducted using the design based research theory, meaning that several iterations of learning field experiments are conducted in order to collect relevant data which are used for the tool creation. In this paper, the design of the scenario involves students from North America and from the French West Indies and the concept studied is about geothermal energy. The instantiation of the context calculator is made with the geothermal object of study, and the differences are computed in the calculator between the two contexts mentioned. This example makes possible to validate the link between context effects predicted and observed, and also to study the impact of external context on the learning process. This study has been conducted thanks to the GEOTREF project support.
Modeling and Using Context

ISBN : 978-3-319-57837-8
hal-01625781
https://hal.univ-antilles.fr/hal-01625781
https://hal.univ-antilles.fr/hal-01625781/document
https://hal.univ-antilles.fr/hal-01625781/file/Elaborating%20the%20context%20calculator%20CONTEXT2017.pdf

Éditeur(s) : HAL CCSD Association for Computing Machinery
Résumé : International audience
WWW '15 Companion Proceedings of the 24th International Conference on World Wide WebPages 1415-1418
Florence, Italy

hal-01537736
https://hal.univ-antilles.fr/hal-01537736
DOI : 10.1145/2740908.2743048

Éditeur(s) : HAL CCSD
Résumé : International audience
In science learning, context is an important dimension of any scientific object or phenomenon, and context-dependent variations prove to be as critical for a deep understanding as are abstract concepts, laws or rules. Our hypothesis is that a context gap can be illuminating to highlight the respective general-particular aspects of an object or phenomenon. Furthermore, provoking a perturbation during the learning process to obtain the emergence of such an event could be a productive tutoring strategy. We introduce the emergence of context effects as a problem space, to be modeled in the system. We propose a model of the contextual dimension, associated with an analytical view of its modeling, based on a metaphor in physics.
CONTEXT 2013, LNAI 8175

hal-01536068
https://hal.univ-antilles.fr/hal-01536068
DOI : 10.1007/978-3-642-40972-1_25

Éditeur(s) : HAL CCSD
Résumé : International audience
CONTEXT
Paris, France

hal-01619948
https://hal.univ-antilles.fr/hal-01619948