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International audience; This article contributes to the study of context effects as sources of learning. In the study presented here, a context effect is an event in social interaction that occurs during the confrontation of two internal contexts, during a sequence of collective work involving learners living in different geographical/cultural situations. Our first objective is to characterise and operationally define context effects from the analysis of verbal interactions between two groups of students from two contrasting contexts (Quebec and Guadeloupe) which investigate the same object of study. The second objective is to understand how educational scenarios based on context effects engage students to co-elaborate knowledge in dialogue. The study is based on the analysis of three Sequences with Contexts Effect (SCE). The results show that contexts effect emerges through questions which aim to confront the object of study to one or other context that are involved. Context effects arise when misunderstandings between students provoke debates that are resolved in a constructive manner, leading to enhanced mutual understanding. This involves various discursive processes, notably explanation and argumentation. We propose to define contexts effect as a negotiation, through dialogue of the meaning of the representations of contexts that is favorable to the development of both contextual knowledge and expert knowledge on the object of study. We discuss the implications for the design of educational scenarios.; Cet article contribue aux travaux portants sur l’effet de contextes comme moteur d’apprentissage. Un effet de contexte est un événement cognitif provoqué par la confrontation de deux contextes internes, au cours d’une séquence de travail collectif impliquant des apprenants vivant dans des contextes géographiques/culturels différents. Notre premier objectif est de caractériser et d’opérationnaliser le concept d’effet de contextes, à partir de l’analyse des interactions verbales entre deux groupes d’élèves issus du Québec et de la Guadeloupe, et confrontés au même objet d’étude. Le second objectif est de comprendre comment les scénarios pédagogiques basés sur les effets de contextes engagent les élèves à co-élaborer des connaissances dans le dialogue. L’étude repose sur l’analyse de trois Séquences avec Effet de Contextes (SEC). Les résultats montrent que l’effet de contextes émerge à travers des questions qui visent à mettre en perspective l’objet d’étude dans l’un ou l’autre contexte. L’effet de contextes évolue sous la forme d’un partage de connaissances contextuelles, ou bien il constitue un malentendu entre les élèves et provoque un débat qui doit être perçu et résolu pour devenir constructif. Ces deux modalités impliquent des processus discursifs variés (explication versus argumentation). Nous proposons de définir l’effet de contextes comme la négociation dialoguée du sens des représentations sur les contextes, qui est favorable au développement de connaissances à la fois contextuelles et expertes sur l’objet d’étude. Nous discutons des implications pour la conception de scénarios pédagogiques.

International audience; In this presentation, we discuss data issued from the project TEEC (Educational Technologies for Teaching in Context - Technologies Éducatives pour l' Enseignement en Contexte, funded by the ANR-FRQSC program). The project involves 10-year-old students from Guadeloupe and Quebec who collaborate on the study of the same scientific object, yet their social, scientific and identity representations may be different depending on the characteristics of their respective territories. This paper raises questions about the design of measurement instruments (quantitative and qualitative) in the social science studies and the existing relationships between contexts and the representations made by the students involved. During an experimentation, studying the “sugar” (cane sugar and its alternative, maple syrup) as a scientific notion, students were encouraged to work together, through synchronous and asynchronous sessions, in order to better understand various aspects of sugar such as biology, health, economy, agriculture, history, culture, etc. We have collected by using questionnaires, learners' conceptions, before and after the experimentation. Categorizing the contextuality of learners’ conceptions remains a methodological challenge. Hence, is it possible to evaluate the contextual dimension of conceptions of students from various contexts through a uniformed categorization of responses? Or else, how to better develop a contextual survey analysis methodology allowing the comparison of heterogeneous samples? In order to answer these questions, we will discuss firstly the process of conceptualizing and developing questionnaires depending on the context. Then, we will discuss the specificities of the analysis and the treatment of contextual responses.

International audience; Lors des apprentissages basés sur les effets de contextes, plus précisément dans le cadre du projet technologies éducatives et enseignement en contexte (TEEC), le numérique occupe une place indispensable. Dans le cadre de cette communication, nous présenterons une analyse des usages pédagogiques du numérique et de différents modèles théoriques qui permettent de mieux comprendre leur mise en œuvre dans un contexte d’enseignement et d’apprentissage. Dans une perspective de circonscrire les technologies éducatives du projet TEEC, et ce, autant pour l’enseignement, pour la scénarisation pédagogique que pour la logistique du projet, nous aborderons les usages numériques associés à l’enseignement basés sur les effets de contexte. À la suite d’une brève présentation des itérations du projet et des principes didactiques associés, nous proposerons les fonctionnalités pédagogiques nécessaires à l’apprentissage basé sur les effets de contexte. À partir de l’analyse d’un corpus de données diversifié ; incluant des témoignages des participants, des observations, des artéfacts, des traces et l’analyse des outils utilisés ; une réflexion sur la modélisation des usages du numérique pour l’apprentissage sur les effets de contexte sera présentée.

International audience; Lors des apprentissages basés sur les effets de contextes, plus précisément dans le cadre du projet technologies éducatives et enseignement en contexte (TEEC), le numérique occupe une place indispensable. Dans le cadre de cette communication, nous présenterons une analyse des usages pédagogiques du numérique et de différents modèles théoriques qui permettent de mieux comprendre leur mise en œuvre dans un contexte d’enseignement et d’apprentissage. Dans une perspective de circonscrire les technologies éducatives du projet TEEC, et ce, autant pour l’enseignement, pour la scénarisation pédagogique que pour la logistique du projet, nous aborderons les usages numériques associés à l’enseignement basés sur les effets de contexte. À la suite d’une brève présentation des itérations du projet et des principes didactiques associés, nous proposerons les fonctionnalités pédagogiques nécessaires à l’apprentissage basé sur les effets de contexte. À partir de l’analyse d’un corpus de données diversifié ; incluant des témoignages des participants, des observations, des artéfacts, des traces et l’analyse des outils utilisés ; une réflexion sur la modélisation des usages du numérique pour l’apprentissage sur les effets de contexte sera présentée.

International audience; In this paper, we investigate the processes by which groups of primary and secondary school students from two Francophone contexts (Guadeloupe and Québec) try to establish what has been mutually understood (grounding processes) with respect to shared tasks in geography and in literature. We identify the dynamic interplay of meaning-making in dialogue, the knowledge-building processes, and the types of contributions that are made. Analysed data include two videoconference interaction sequences (4 and 13 min) concerning Geothermal Energy and Traditional Folktales, with students at different educational levels. Findings show that interactive confrontation of alternative contexts, that differ in terms of geology (the way that geothermal energy is made) and the status of folktales (oral and written traditions) can lead to misunderstandings due to the overgeneralization of one context to another. Overcoming misunderstandings by grounding leads to the co-elaboration of knowledge on the object of study, the students own context, and the context that they are confronted with. The study emphasizes the importance of interaction strategies that support or inhibit further discussion to deepen reasoning, resolve potential conflict, and reach common knowledge. We discuss implications for the design of productive intercultural collaborative learning situations.

International audience; This study reports on an experiment, carried out within the framework of the “Educational technologies for teaching in context - TEEC” project, putting in collaboration students from the Université des Antilles with students of the Université du Québec à Montréal. These students undertake degree-level studies to become future teachers and both groups of students benefit from a course in history education. The common and specific cultural characteristics of the two territories were used in an educational scenario whose objective was the construction of rigid conceptions on historical social concepts - common in the two training curriculums. A series of synchronous communication exchanges (via videoconferencing) between students shows that they become aware that the same concepts can be taught through different thematic entries, depending on the specific socio-cultural elements of each territory. However, their conceptions remain to a great extent conditioned by the approaches used in the school education program they pursued.; L’étude rend compte d’une expérimentation, réalisée dans le cadre du projet « Technologies éducatives pour l'enseignement en contexte – TEEC », ayant mis en contact des étudiants de l’Université des Antilles et de l’Université du Québec à Montréal. Ces étudiants se destinent au métier de professeur et bénéficient tous d’un enseignement d’histoire. Les traits culturels (communs et spécifiques) des deux territoires ont été exploités dans un scénario pédagogique élaboré avec l’objectif de contribuer à la construction de conceptions robustes sur des concepts sociaux historiques communs aux deux programmes de formation. Une série d’échanges synchrones (par visioconférence) entre les étudiants montre qu’ils prennent conscience que les mêmes concepts peuvent être enseignés au travers d’entrées thématiques différentes, dépendant d’éléments socioculturels propres à chaque territoire. Cependant, leurs conceptions restent conditionnées par les approches retenues dans l’enseignement scolaire qu’ils ont suivi.

International audience

International audience

International audience; In recent years, technology-enhanced learning environments bring parts of the world into the classroom. This paper values the importance of integrating cultural elements into the construction of scientific knowledge through educational practices, especially during the first school years of an individual. The evidence is drawn from a research project based on the implementation of a context effect-innovative learning strategy involving the use of technology to facilitate exchanges between learners around the globe. In our study case, putting synchronous and asynchronous forms of communication into practice between students in Guadeloupe and in Quebec, we identify the extent of children's active construction of scientific and global knowledge nurtured within intercultural experiences. Participants were asked to supply answers (during the post-test questionnaire phase) related to their impressions and the milestones acquired during communication with diverse cultures-peoples and contexts. As a result, the intricate world of their understanding inspired by their intercultural exchanges has been qualitatively classified into different categories and presented in this article for further exploration.

International audience

International audience; Modern learning approaches and teaching methods put a special emphasis on unleashing each student's innovative and creative potential. On the grounds that children need to become actors of their own active learning (Piaget, 1958, Bonwell et al., 1991), new pedagogies for science education are being developed alongside technologies (Scott CL, 2015). Arguably, in the knowledge-based era that we live in, the understanding of cultural diversity is highly considered as a core value and a driving force for innovation (Bouncken et al., 2016). In this regard, the project TEEC (Educational Technologies for Teaching in Context - Technologies Éducatives pour l' Enseignement en Contexte, funded by the program ANR-FRQSC) lays the groundwork for designing a context effects based learning approach, determined by the socio-cultural factors that influence one’s learning, which fosters collaboration among students in Guadeloupe and Quebec. Within the framework of TEEC, synchronous and asynchronous technologies are being combined with authentic learning situations (Newmann et al., 1995), in order to observe children’s understanding on different scientific objects in different disciplines: geothermal energy, sustainable development, linguistics, socio-history. This work outlines preliminary findings on two TEEC’s in-situ experimentations, more specifically one focusing on sustainable development (object of study: sugarcane/maple syrup) and the other one on linguistics (object of study: folktales of Antilles/Québec). These specific topics, which embody a high sense of didactic interest, are of fundamental importance for both territories especially in dimensions such as society, culture and economy. Inthe first case, sugarcane is a core reference point in Guadeloupe, while maple syrup is a prominent element of Québec’s culture. Our participants, elementary school students, undertook research investigations in their context, at then collaborated with their peers to draw conclusions on the notion, the existence and the manufacturing process of sugar. In the second case, folktales of Antilles and of Quebec are of different nature and follow different structure patterns. Students of primary school in Guadeloupe worked on a creole folktale entitled “Compère Zamba voulaittromper Compère Lapin” (Benzo, 2000) while the students of Quebec worked on a traditional folktale entitled “Rose Latulipe” (Aubert de Gaspé, 2006). During their research investigations, students improved their knowledge on folk literature and developed diverse conceptions around different specificities of the folktales. Their final production in collaboration was a common tale including elements from both regions. After the completion of these experimentations, participants -children aged 10-12 years old- were asked to note the cultural context elements that they have encountered and retained from their exchanges with their peers. The evidence draws from their answers to their post-tests, by which is feasible to identify some facts that impressed them the most regarding their peers, their cultural exchange experiences and those two various contexts.

International audience; In the 21st century, creating better learning environments for students implies the integration of information and communication technologies (ICT) in didactic practices. As a matter of fact, the development of online tools such as Edmodo offers several opportunities for collaboration between classrooms around the globe. In this respect, the multi-iteration study “TEEC - Educational Technologies for Teaching in Context” makes use of computer- mediated environments, synchronous and asynchronous, within a didactic model of context-based learning approach between Guadeloupe and Quebec. Our project focus on students’ investigations on scientific objects of study in diverse disciplines and in different educational levels. For two experimentations in elementary schools, focusing on sustainable development and linguistics, Edmodo platform was implemented as the asynchronous tool for communication among our participants aged 9-12 years old. This paper elucidates the opportunities and the challenges on adapting Edmodo as a supporting tool for sharing in context-driven learning initiatives. The Design- Based Research (DBR) methodology is used for studying and validating our science learning didactic approach. Hence, DBR principles are also applied to the assessment of Edmodo as an asynchronous platform within our two successive iterations in primary education. In accordance with the global learning objectives of the project, data collected, principally through group notes (messages, documents) in Edmodo, aims to identify patterns on students’ participation, engagement and interaction in an asynchronous mode. Additionally, our article is nurtured by observation notes concerning the introduction process and the implementation stage of Edmodo to our participants. Our ultimate objective is to provide insights on the use of Edmodo as an asynchronous digital workspace for collaboration and sharing in context-dependent learning situations in elementary education.