Processus de problématisation et mobilisation de la forme « problème » dans les pédagogies des écoles d’ingénieurs : une analyse de cas par les capabilités
Active pedagogy methods refer to a set of educational approaches that aim to put learners in a position where they actively engage in their own learning processes. To achieve this, these methods rely on the learners' experiences and promote engagement through inquiry, participation, critical th...
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| Format: | Article |
| Language: | fra |
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Nantes Université
2025-01-01
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| Series: | Recherches en Éducation |
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| Online Access: | https://journals.openedition.org/ree/13179 |
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| author | Sarah Guez Solveig Fernagu Céline Viazzi |
| author_facet | Sarah Guez Solveig Fernagu Céline Viazzi |
| author_sort | Sarah Guez |
| collection | DOAJ |
| description | Active pedagogy methods refer to a set of educational approaches that aim to put learners in a position where they actively engage in their own learning processes. To achieve this, these methods rely on the learners' experiences and promote engagement through inquiry, participation, critical thinking, learning by doing, and collaboration in the learning process. In this text, we will present research focused on one of these methods, the "problem-based" approach. We will demonstrate that the ability to solve problems is not a given, and that this goal can only be achieved if it is accompanied by another capability: the ability to problematize. Enabling learners to problematize is, therefore, a crucial objective of a problem-based pedagogy, and it is essential to analyze the conditions for its development. Our research examines some of these conditions through the experiences of a group of 22 first-year preparatory students at an engineering school. By using the theoretical framework of capabilities, we will show that these skills cannot be analyzed solely based on the learners' dispositions or the pedagogical methods implemented, but also require an analysis of the opportunities provided by the learning environments. |
| format | Article |
| id | doaj-art-149d404311244ab3a76961ecab474c3d |
| institution | Kabale University |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2025-01-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-149d404311244ab3a76961ecab474c3d2025-01-10T14:06:45ZfraNantes UniversitéRecherches en Éducation1954-30772025-01-015710.4000/131oxProcessus de problématisation et mobilisation de la forme « problème » dans les pédagogies des écoles d’ingénieurs : une analyse de cas par les capabilitésSarah GuezSolveig FernaguCéline ViazziActive pedagogy methods refer to a set of educational approaches that aim to put learners in a position where they actively engage in their own learning processes. To achieve this, these methods rely on the learners' experiences and promote engagement through inquiry, participation, critical thinking, learning by doing, and collaboration in the learning process. In this text, we will present research focused on one of these methods, the "problem-based" approach. We will demonstrate that the ability to solve problems is not a given, and that this goal can only be achieved if it is accompanied by another capability: the ability to problematize. Enabling learners to problematize is, therefore, a crucial objective of a problem-based pedagogy, and it is essential to analyze the conditions for its development. Our research examines some of these conditions through the experiences of a group of 22 first-year preparatory students at an engineering school. By using the theoretical framework of capabilities, we will show that these skills cannot be analyzed solely based on the learners' dispositions or the pedagogical methods implemented, but also require an analysis of the opportunities provided by the learning environments.https://journals.openedition.org/ree/13179problem and problematizationpedagogy: methods and toolshigher and university education |
| spellingShingle | Sarah Guez Solveig Fernagu Céline Viazzi Processus de problématisation et mobilisation de la forme « problème » dans les pédagogies des écoles d’ingénieurs : une analyse de cas par les capabilités Recherches en Éducation problem and problematization pedagogy: methods and tools higher and university education |
| title | Processus de problématisation et mobilisation de la forme « problème » dans les pédagogies des écoles d’ingénieurs : une analyse de cas par les capabilités |
| title_full | Processus de problématisation et mobilisation de la forme « problème » dans les pédagogies des écoles d’ingénieurs : une analyse de cas par les capabilités |
| title_fullStr | Processus de problématisation et mobilisation de la forme « problème » dans les pédagogies des écoles d’ingénieurs : une analyse de cas par les capabilités |
| title_full_unstemmed | Processus de problématisation et mobilisation de la forme « problème » dans les pédagogies des écoles d’ingénieurs : une analyse de cas par les capabilités |
| title_short | Processus de problématisation et mobilisation de la forme « problème » dans les pédagogies des écoles d’ingénieurs : une analyse de cas par les capabilités |
| title_sort | processus de problematisation et mobilisation de la forme probleme dans les pedagogies des ecoles d ingenieurs une analyse de cas par les capabilites |
| topic | problem and problematization pedagogy: methods and tools higher and university education |
| url | https://journals.openedition.org/ree/13179 |
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