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Les fondements épistémologiques de la pédagogie de l’enquête en question

Abstract : Internet and digital information technology offer a very favorable infrastructure to the pedagogy of inquiry and inquiry-based learning that give way to a variety of teaching and learning configurations in different educational contexts. This instructional method, however, is often used spontaneously and not thoroughly studied. The result is the emergences of many forms of inquiry-based learning that do not fully develop the investigative work required from an epistemological point of view. We question the use of inquiry-based learning in educational situations from a theoretical perspective, as part of a research in the anthropological theory of didactics. Our research shows the importance of using a praxeological reference model, shared for both study purposes (for researchers) and implementation purposes (for teachers) of inquiry-based pedagogy.
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Caroline Ladage. Les fondements épistémologiques de la pédagogie de l’enquête en question. Penser l'éducation, Laboratoire CIVIIC, 2016. ⟨hal-01444596⟩

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