Quelles ressources pour enseigner l’informatique dans le premier degré ? Une étude de cas
This chapter reports on teaching robotics in primary schools. The approach adopted was a longitudinal monitoring of robotics sessions and the resources used by the same teacher over two years. We found that there has been a clear change in the resources proposed. The resources initially proposed by...
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| Үндсэн зохиолчид: | , |
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| Формат: | Online |
| Хэл сонгох: | франц |
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Enseigner, apprendre, former à l’informatique à l'école : regards croisés
2025
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| Нөхцлүүд: | |
| Онлайн хандалт: | https://directory.doabooks.org/handle/20.500.12854/150616 |
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Шошго байхгүй, Энэхүү баримтыг шошголох эхний хүн болох!
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| Тойм: | This chapter reports on teaching robotics in primary schools. The approach adopted was a longitudinal monitoring of robotics sessions and the resources used by the same teacher over two years.
We found that there has been a clear change in the resources proposed. The resources initially proposed by the teacher had a traditional format (a series of 'instructions' similar to the usual mathematics activities). The teacher later chose and built a number of robotics-specific tools to facilitate not only the coding of the pathway but also the decoding and debugging activities. However, an obstacle persisted, linked to a confusion between absolute and relative reference, linked to the not-very-explicit distinctions present in the mathematics textbooks of the class. The primacy given to mathematics in the instructions for constructing programming activities appears to be detrimental to their proper understanding, particularly in robotics. |
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