La relation entre le système éducatif et le monde de l’entreprise a souvent suscité des questionnements et des remises en cause des uns et des autres et cela depuis le Moyen-âge étant donné que le milieu professionnel évolue plus rapidement en fonction des paramètres économiques, sociaux et culturels que l’éducation scolaire ne peut le faire. Or, les élèves sont au centre de cette tension puisqu’ils poursuivent un apprentissage scolaire dans l’objectif de s’insérer dans la vie professionnelle.Pour mieux appréhender cette problématique, cette recherche s’est penchée sur l’influence des apprentissages scolaires et sur les besoins des métiers dans la branche de la restauration, filière nommée « technologie culinaire » auprès d’élèves d’un lycée professionnel.Trois axes de recherche ont été établis : la relation entre les compétences professionnelles déclarées par le Ministère de l'éducation nationale (MEN) et les besoins des métiers de la restauration, le processus d’apprentissage en travaux pratiques (TP) au cours de la formation professionnelle initiale et l’acquisition des compétences par les élèves puis le lien entre l’orientation scolaire et l’insertion dans la vie professionnelle.Ces trois champs d’investigation ont été menés auprès d’un échantillon composé d’élèves, d’enseignants et de restaurateurs de la région Rhône-Alpes à travers un questionnaire, des observations sur le terrain et des entretiens. L’objectif étant de confronter les avis afin de questionner le processus d’apprentissage permettant une meilleure insertion professionnelle. / The relationship between education and the business world has often been questioned and challenged on either part and that since the Middle Ages as the workplace evolves more rapidly taking into consideration the economic, social and cultural parameters of the time than school education can. However, students are at the heart of this interaction as they engage in academic learning with the aim to enter the job market later.To better understand this problem, this research focused on the interaction between academic learning and the needs of the food industry, particularly the catering branch involving students from a vocational school currently engaged in developing their culinary skills. Three areas of research have been established: the relationship between the skills required by the MEN and the needs of the catering business, the learning process in workshops during the first stages of training and the acquisition of skills by students and thirdly the interaction between counseling and entering professional life.These three areas of investigation were conducted with a sample of students, teachers and restaurateurs in the Rhône-Alpes region through a questionnaire, field observations and interviews. The objective was to compare the opinions questioning the learning process for better employability.

This thesis Pupils' problem solving strategies at lower and upper secondary level brings a focus on the issue outlined by the name. At the same time, it focuses on pupils' strategies to solve problems that are closely related to information literacy. At first I define basic terms for the area of word problems. Consecutively I focus on the theoretical knowledge from the area of problem solving strategies themselves. The content of the experimental part of the thesis is the survey of pupils' solutions of eight selected tasks, by which I was looking for an answer of the three basic questions of this thesis. My experiment is divided into two branches. The first branch of the experiment took place at the lower level of the multi-year grammar schools. The second branch of the experiment took place at the higher grade of the multi-year grammar schools and, to a small extent, at the secondary school. The theoretical part contains views of various authors on issue of problems and word problems. I present and compare these individual approaches. The result is the demarcation of the terms needed for the experimental part of the work. The main aim of the experimental part of the thesis is to find the answers of three basic questions of this thesis, where I was using data from lower and higher grades of...

Made available in DSpace on 2016-06-02T19:16:36Z (GMT). No. of bitstreams: 1 4999.pdf: 7453813 bytes, checksum: 82fb221a3da8707147a85284557db9e3 (MD5) Previous issue date: 2013-02-18 / Universidade Federal de Minas Gerais / STS field of study has been developed as a critic to the conditions of scientific and technological development. Within the propositions of this field there is STS education, which proposes another logic for teaching, through scientifictechnological literacy. Teaching programming technology offers adequate instruments for behavioral changing. STS education also proposes a different teaching logic. Grupo de Estudos em Programação de Ensino e Treinamento (Study Group of Teaching and Training Programming), originated at the collective of consumers ConsumoSol (São Carlos/SP/Brazil), elaborated the description of a problem-situation as part of elaborating a teaching programme of ethic, solidary and responsible consumption for children (aged four to six). This study´s objective was to identify relations between strategies, procedures and discussions of the group and the guidelines of STS education. Analysis elements were estabilished related to the aspects: principles of the STS field (e. g. "Non-linear relations between science, technology and society"), guidelines of scientific-technological literacy (e. g. "Promotion of democracy and participation in STS" and "Problematization of STS at various educative contexts"), challenges and difficulties of the STS education (e. g. "Capacitation of educators" and "Use of scientific language with lay public") and contributions of scientific-technological literacy (e. g. "Educating critic and responsible citizens"). Data were collected using documents, participation of the researcher in the group and audio records. They were systematized in a fluxogram, in which it was possible to identify elements of the four analysis aspects; part of them was related to specific events of the process of elaborating the problemsituation description (such as "Interdisciplinarity", "Promotion of critic to social reality", "Capacitation of educators" and "Use of apprentices´ context informations") and part was identified during the process (such as "Non-linear relations between science, technology and society", "Promotion of democracy and participation in STS", "Integration of interdisciplinary contents" and "Education of critic and responsible citizens"). Some elements were not identified (e. g. "Unveiling of miths of S&T" and "Diversity of theorical and methodological conceptions ). Most part of the elements were related to specific aspects of the process, indicating the potential of using teaching programming technology at group context as an instrument for STS education. Data analysis showed convergences between STS education and the process of describing a problem-situation. New studies may probe the comprehension of these relations and replicate the procedures for data description and analysis, which can be useful for studies at the STS education field. / O campo CTS vem se desenvolvendo como uma crítica às condições de desenvolvimento científico e tecnológico. Dentre as propostas desse campo, está a educação CTS, que propõe uma outra lógica de ensino, por meio da alfabetização científico-tecnológica (ACT). A tecnologia de programação de ensino oferece instrumental adequado para a modificação de comportamentos com base em objetivos de ensino, sendo a primeira etapa para tanto a descrição da situação-problema a ser solucionada por meio do ensinoaprendizagem. O Grupo de Estudos em Programação de Ensino e Treinamento (GEPETo), originado no coletivo de consumidores ConsumoSol (São Carlos/SP), elaborou a descrição de uma situação-problema para a elaboração de um programa de ensino de consumo ético, solidário e responsável para crianças (quatro a seis anos). O objetivo deste trabalho foi identificar relações entre as estratégias, procedimentos e discussões realizadas pelo grupo e os pressupostos e diretrizes da educação CTS. Foram estabelecidos elementos de análise relacionados aos aspectos: princípios do campo CTS (p. ex. Relação entre ciência, tecnologia e sociedade como não linear ), diretrizes da ACT ampliada (p. ex. Promoção da democracia e participação em C&T e Problematização da CTS nos diferentes contextos educativos ), desafios e dificuldades da educação CTS (p. ex. Formação de educadores e Uso de linguagem científica com público leigo ) e contribuições da ACT ampliada para a educação (p. ex. Formação de cidadãos críticos e responsáveis ). Os dados foram coletados por meio de documentos, da participação da pesquisadora no grupo e de registros em áudio. Depois foram sistematizados em um fluxograma, no qual foi possível identificar elementos dos quatro aspectos de análise, parte deles relacionada a eventos específicos no processo de elaboração da descrição da situação-problema (como Interdisciplinaridade , Promoção de crítica à realidade , Formação de educadores e Utilização de informações contextuais do aprendiz ) e outra parte no decorrer do processo (como Relação entre ciência, tecnologia e sociedade como não linear , Promoção da democracia e participação em C&T , Integração de conteúdos interdisciplinares e Formação de cidadãos críticos e responsáveis ). Alguns elementos não foram identificados ( Desvelamento de mitos da C&T , Diversidade de concepções teórico-metodológicas , entre outros). A maior parte foi identificada em aspectos específicos do processo, indicando a potencialidade do uso da tecnologia de programação de ensino no contexto grupal como ferramenta para a educação CTS. A análise apresentou convergências entre a educação CTS e o processo de descrição da situaçãoproblema. Sugere-se novos estudos para aprofundar a compreensão dessas relações e replicar os procedimentos de descrição e análise dos dados, que poderão ser úteis em estudos no campo da educação CTS e da análise do comportamento.

Les difficultés croissantes de l’enseignement supérieur en matière d’accessibilité aux formations et de disponibilité de filières de qualité, dans les pays en voie de développement de l’Afrique de l’Ouest notamment, conjuguées avec le développement vertigineux des technologies de l’information et de la communication (TIC), suscitent un grand espoir de faire de la formation à distance une solution alternative crédible des formations présentielles (OCDE, 2006). Or, si la littérature s’accorde à reconnaitre aux TIC et l’interactivité qu’elles procurent des facteurs favorisant l’apprentissage (Karsenti, 2006), la réalité du terrain éducatif lui impose de reconnaitre que non seulement la révolution de la formation ouverte et à distance (FOAD) n’est pas encore d’actualité (OCDE, 2006), mais qu’elle ne le sera que si, pour faire face à la distance transactionnelle, plus accrue en formation à distance, l’apprenant ne se contente plus d’apprendre, mais d’apprendre à apprendre, ce qui exige de lui des compétences d’autonomie. Or, malgré des décennies d’intérêt et d’investissement de la recherche, le développement de l’autonomie sur le terrain reste toujours marginal, les débats philosophiques ayant pris le pas sur la quête de solutions pratiques (Albero ,2003). La question de savoir comment les éducateurs de la FOAD utilisent les solutions existantes, censées favoriser l’autonomie de l’apprenant, telles certaines formes de tutorat et de travail de groupes, n’est pas sans intérêt, puisqu’elle permet de mieux comprendre le terrain cible et sa part de responsabilité dans cet insuccès de l’autonomie. S’inscrivant en droite ligne des travaux d’Albero (2003), la présente étude organise les principes d’autonomie suivant un cadre conceptuel privilégiant l’action et le développement, selon une dimension dynamique symbolisant l’importance du soutien à accorder à l’apprenant, une dimension topologique indiquant la nécessité pour ce soutien de prendre en compte les différents aspects sur lesquels l’apprenant peut exercer son autonomie et une dimension chronologique exprimant l’importance du désétayage. De façon pratique, cette étude, démarrée en 2009 dans le contexte de la FOAD du 2IE (Institut International des Ingénieurs de l’Eau et de l’Environnement), sis à Ouagadougou au Burkina Faso, s’organise en trois articles : le premier tente de comprendre si les conditions d’efficacité de la FOAD, selon les apprenants, formulent un besoin d’apprentissage en autonomie; le second tente de comprendre, à partir des propos des tuteurs, si l’encadrement des apprenants respecte les principes d’autonomie; enfin, le troisième article s’est penché, sur la base des intentions exprimées par les concepteurs, sur le respect des principes d’autonomie par les cours. L’éloignement des apprenants et l’objectif de comprendre leurs perceptions de la FOAD, nous ont fait préférer une approche de recherche de type mixte, à la fois qualitative pour mieux comprendre leur perception (Karsenti & Savoie-Zajc, 2004) et quantitative, pour tenir compte de leur éloignement. Pour la perception des éducateurs, nous avons opté pour une approche qualitative/descriptive plus appropriée dès que l’étude vise la compréhension du phénomène social abordé (Karsenti & Savoie-Zajc, 2004). Des résultats obtenus, la perception des 62 apprenants sur les 170 initialement invités par courriel à répondre au questionnaire, semble confirmer l’autonomie de l’apprenant comme une condition de leur réussite en FOAD. La demande des apprenants pour un soutien accru, malgré l’effort actuellement consenti par l’encadrement, effort reconnu par les apprenants eux-mêmes et qu’attestent les 10 tuteurs interviewés sur une quarantaine au 2IE, devrait, toutefois, inviter à la réflexion, puisque ne s’opposant pas réellement à un apprentissage en hétéronomie. À l’analyse, il apparait que l’insatisfaction des apprenants s’expliquerait par la non-prise en compte des différents aspects susceptibles d’influencer leur apprentissage. De plus, en nous référant aux entretiens avec les 11 concepteurs de cours sur un total de 30, il apparait que, bien que conscients de la nécessité d’adapter les cours au contexte de la FOAD, ni la modularité des contenus, ni la flexibilité de la structure des cours ne semblent être prises en compte. Au final, l’étude révèle l’urgence de lutter contre les habitudes acquises en formation présentielle et la nécessité d’employer des pédagogues professionnels formés pour une pédagogie d’autonomisation. Encore faudrait-il que l’autonomie soit véritablement consacrée par la littérature comme une praxis pour signifier qu’elle n’a d’autre fin qu’elle-même, et non comme une poiesis, pour dire que l’autonomie vise une production et cesserait dès que son objectif est atteint. / The increasing difficulty of providing university education in developing West African countries due to lack of access and inadequate facilities, combined with the breakneck development of information and communication technologies (ICT), have given rise to hopes that open and distance learning (ODL) can provide a practical alternative to face-to-face classrooms (OECD, 2006). However, although the literature reports that ICT and the interactivity they provide can foster learning (Karsenti, 2006), the reality of current education systems forces us to admit that not only has the ODL revolution not been fully realized (OECD, 2006), it will happen only when, to cope with transactional distance, which is a major factor in ODL, learners will not be content with simply learning but will learn how to learn, and this will require autonomous skills. Nevertheless, despite decades of interest and research, real learner autonomy is still marginal, and philosophical debates have replaced the quest for practical solutions (Albero, 2003). It was therefore deemed relevant to explore how ODL educators use available solutions, said to foster learner autonomy, such as certain forms of tutoring and group work. The aim was to gain a deeper understanding of how these practices are applied and their role in the failure to develop autonomy. Following the works of Albero (2003), this study organizes the principles of autonomy within a conceptual framework: interrelations between action and development are described, evidencing the importance of providing support to learners. This topological dimension underscores how educational support must take into account the diverse areas where learners can exercise their autonomy, and a temporal dimension highlights the importance of the progressive reduction of support. This study was initiated in 2009 under the ODL program of the 2iE (International Institute for Water and the Environment) at Ouagadougou, Burkina Faso. It is organized as three articles: the first seeks to identify the conditions for effective ODL as perceived by learners, and evokes the need for autonomous learning; the second attempts to understand, based on interviews with tutors, whether coaching practices conform to autonomous principles; and the third, based on the expressed intentions of the course designers, examines course compliance with autonomous principles. Given the geographic distance between learners and our aim to understand their perceptions of ODL, we adopted a mixed methods approach, using qualitative methods to better understand learners’ perceptions (Karsenti & Savoie-Zajc, 2004) and quantitative methods to account for their isolation. To grasp the educators’ perceptions, we opted to use qualitative description as a more appropriate way to comprehend the social issues involved (Karsenti & Savoie-Zajc, 2004). Of the 170 learners who were emailed a questionnaire, 62 responded. The results appear to confirm that learner autonomy is a condition for successful ODL. Nevertheless, requests by the learners for more support, despite ongoing efforts under the coaching system, efforts recognized by the learners themselves and confirmed by the ten tutors interviewed out of 40 approached at the 2iE, led us to reconsider: there may still be a place for heteronomous learning. The analysis suggested that learners’ dissatisfaction could be explained by the failure to take into account diverse aspects liable to influence learning. In addition, referring to the interviews with the 11 course designers (out of a total of 30), it appeared that, although they were well aware of the need to adapt the courses to the realities of ODL, neither site-specific contents nor flexible structures were included in the course design. The study concludes on the urgent need to cast off traditional face-to-face learning modes and to hire professional educators trained in learner empowerment. And the question arises: will autonomy ever be defined in the literature as a praxis, i.e. a goal in itself, or will it remain a poiesis, whereby autonomy aims for production and loses its purpose once the objective has been obtained?

Σκοπός της παρούσης έρευνας είναι η μελέτη της συνεισφοράς που μπορεί να έχει η διδασκαλία μέσω επίλυσης προβλήματος στην κατανόηση των ανισώσεων και στην ανάπτυξη της ικανότητας μοντελοποίησης από μαθητές της Β΄ Γυμνασίου. Σχεδιάστηκε ένα οιονεί πείραμα που αφορούσε τη διαφοροποιημένη διδασκαλία του κεφαλαίου των ανισώσεων σε δύο τμήματα 17 μαθητών (πειραματική ομάδα και ομάδα ελέγχου). Αξιολογήθηκαν η κατάκτηση του γνωστικού αντικειμένου και η ικανότητα μοντελοποίησης-επίλυσης μιας κατάστασης-προβλήματος μέσω γραπτής δοκιμασίας, ενώ διενεργήθηκαν και συνεντεύξεις. Παράλληλα σκοπός μας ήταν η διερεύνηση της ικανότητας μοντελοποίησης-επίλυσης μιας κατάστασης-προβλήματος ενός ευρύτερου δείγματος μαθητών Β΄ Γυμνασίου, σχολείων αγροτικής, ημιαστικής και αστικής περιοχής. Πραγματοποιήθηκε επισκόπηση σε ένα δείγμα 39, 48 και 53 μαθητών αντίστοιχα, οι οποίοι κλήθηκαν να αντιμετωπίσουν γραπτώς μια κατάσταση-πρόβλημα, ενώ επίσης διενεργήθηκαν συνεντεύξεις. Από την ποσοτική και ποιοτική ανάλυση των αποτελεσμάτων προκύπτει ότι οι μαθητές μεσαίας επίδοσης είναι αυτοί που κυρίως επωφελήθηκαν από την διδασκαλία μέσω επίλυσης προβλήματος. Επιβεβαιώθηκε η διάκριση τεσσάρων επιπέδων ανάπτυξης στην ικανότητα δόμησης και χρήσης μαθηματικών μοντέλων από μέρους των μαθητών, ενώ κατέστησαν εμφανείς οι μεγάλες δυσκολίες που αντιμετωπίζουν οι τελευταίοι στην ανωτέρω διαδικασία. / The purpose of this research is to study the contribution of teaching through problem solving, in understanding inequalities and in the development of modeling capacity by students of the 2nd high school. A quasi-experiment was designed on differentiated instruction of inequalities in two classes of 17 students (experimental and control group). The achievement of the knowledge object and the ability to resolve a problem situation through mathematical modeling, were assessed by means of a written test and interviews. At the same time, our aim was to investigate the modeling capacity of a larger sample of 2nd high school students, of rural, suburban and urban schools. A survey was carried out in a sample of 39, 48 and 53 students respectively, who were invited to address a problem situation in writing, while interviews were also conducted. The quantitative and qualitative analysis of the results shows that medium performance students were the ones who largely benefited from the “teaching through problem solving” approach. The identification of four levels in the development of constructing and using mathematical models was confirmed, while became apparent major problems faced by the students in the above process.

The basis of this thesis is to change the non-standard problem situation into a standard situation by using an increase of financial literacy of the bank's clients in relation to the account management. The literary research focuses on banking and technological concepts, supplemented by increased risk knowledge. The main contribution of my work is the creation of a set of individual risks and their categorization, which was created based on my gained practical experience. In addition, this thesis comprises of a survey which was carried out in the thesis and then statistically analyzed.