Comment la motivation des élèves évolue-t-elle en CP ?

L’objectif général de cette recherche, réalisée en collaboration avec Olivier Cosnefroy et Cécile Nurra, est de mieux comprendre l’évolution de la motivation des élèves en début de scolarité obligatoire (cours préparatoire) tout en interrogeant les facteurs sur lesquels il est possible d’intervenir afin d’influencer le niveau de motivation et son évolution au cours de l’année, comme la qualité de la relation élèves-enseignant. En début, en milieu et en fin d’année de cours préparatoire, 270 élèves de 45 classes ont été interrogés. Des observations collectées individuellement auprès des élèves, ainsi que quatre cycles d’observation des pratiques enseignantes sur une échelle standardisée, ont permis de mettre en relation ces pratiques avec l’évolution de leur motivation pour la lecture durant une année.

Les résultats montrent que les élèves présentent majoritairement une motivation pour la lecture stable et élevée tout au long de l’année, mais que cette tendance moyenne masque des évolutions spécifiques plus variables, notamment décroissantes. Il apparaît que la qualité du soutien à l’apprentissage fourni aux élèves par l’enseignant augmente la probabilité des élèves d’appartenir au groupe motivationnel stable et élevé.
[Article en PDF] [Recension par le Café pédagogique]

ReaderBench: Automated Evaluation of Collaboration

Just published in the Int J CSCL a paper entitled “ReaderBench: Automated evaluation of collaboration based on cohesion and dialogism”. This paper introduces to our recent experiments testing ReaderBench to assess its CSCL-based features.

As Computer-Supported Collaborative Learning (CSCL) gains a broader usage, the need for automated tools capable of supporting tutors in the time-consuming process of analyzing conversations becomes more pressing. Moreover, collaboration, which presumes the intertwining of ideas or points of view among participants, is a central element of dialogue performed in CSCL environments. Therefore, starting from dialogism and a cohesion-based model of discourse, we propose and validate two computational models for assessing collaboration. The first model is based on a cohesion graph and can be perceived as a longitudinal analysis of the ongoing conversation, thus accounting for collaboration from a social knowledge-building perspective. In the second approach, collaboration is regarded from a dialogical perspective as the intertwining or synergy of voices pertaining to different speakers, therefore enabling a transversal analysis of subsequent discussion slices.

[Article]

Natural cognitive foundations of teacher knowledge

Just published Natural cognitive foundations of teacher knowledge, co-authored with Franck Tanguy and André Tricot, has just been published by a Sense Publishers book edited by Michel Grangeat.

The aim of this paper is to explore a cognitive way to define teachers’ professional knowledge (TPK), arguing that some ‘natural’ knowledge, stemming from several human social abilities – and, for many of them, animal – is thus engaged in teaching as well. The actions grounded on such knowledge are undertaken automatically or at a low cognitive load due to the nature of the latter.
Some theoretical views on teaching include such an assumption (Csibra, 2007; Csibra & Gergely, 2011; Strauss, 2005; Strauss & Ziv, 2012), but so far, little research has investigated teachers’ cognitive processes in relation to both natural cognition and Cognitive Load Theory (CLT) (see however Feldon, 2007; Moos & Pitton, 2013).
This paper seeks firstly to consider teachers’ actions through the lens of natural cognition and pedagogy, then to set up a framework for teacher cognition and knowledge, showing that several social abilities and knowledge can be used for teaching purposes, and with a low cognitive load. Then, we describe the abilities for teaching as primary vs. secondary knowledge. Eventually, we use this framework to assess or predict which cognitive load is in relation with teachers’ performances according to the CLASS, a renowned classroom observation system.
[link to the whole book]