Pratiques envisagées des enseignants pour un enseignement de l’informatique à l’école primaire
In France, the first foundations of computer science education were laid by schoolteachers. Prescriptions for such teaching are scattered throughout the technology and mathematics curricula, making it difficult to interpret intentions. We analyze the discourse of schoolteachers and the feedback from...
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| Autors principals: | , , |
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| Format: | Online |
| Idioma: | francès |
| Publicat: |
Enseigner, apprendre, former à l’informatique à l'école : regards croisés
2025
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| Matèries: | |
| Accés en línia: | https://directory.doabooks.org/handle/20.500.12854/150617 |
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| Sumari: | In France, the first foundations of computer science education were laid by schoolteachers. Prescriptions for such teaching are scattered throughout the technology and mathematics curricula, making it difficult to interpret intentions. We analyze the discourse of schoolteachers and the feedback from two surveys concerning the choice of hardware used by teachers. Robert and Rogalski’s framework offers an approach that enables both didactic and ergonomic analysis of teaching practices. Combarnous’ framework enables a didactic and technical analysis of artifact choices. The analysis shows that teachers are aware of certain issues, but have a blurred representation of what is required, their didactic choices remaining rooted in a personal relationship to computer science. |
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