{"id":11868,"date":"2017-12-04T15:16:20","date_gmt":"2017-12-04T14:16:20","guid":{"rendered":"https:\/\/lineact.cesi.fr\/?post_type=projets&p=11868"},"modified":"2024-04-29T14:43:52","modified_gmt":"2024-04-29T12:43:52","slug":"activity-analysis-in-a-pbl-session","status":"publish","type":"projets","link":"https:\/\/lineact.cesi.fr\/en\/projets\/activity-analysis-in-a-pbl-session\/","title":{"rendered":"Activity analysis in a PBL session"},"content":{"rendered":"\n
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\"APP\"<\/figure><\/div>\n\n\n\n
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    \n
  • Start of project<\/strong>: April 2007<\/li>\n\n\n\n
  • End of project<\/strong>: July 2011<\/li>\n<\/ul>\n\n\n\n
    \n<\/div>\n<\/div>\n\n\n\n

    When this project started, CESI had already been using the PBL (Problem-Based Learning) Approach since 2004 as the unique approach in the Computer Sciences curricula of eXia, and decided to experiment this approach to teach Physics.<\/p>\n\n\n\n

    One case was developed in Thermodynamics, the self-cooling can, which is studied in this project.<\/p>\n<\/div>\n\n\n\n

    \n
    \n

    Presentation<\/span><\/h2>\n\n\n\n

    Before generalising the PBL approach to all courses in STEMS, CESI Ecole d\u2019Ing\u00e9nieurs wished to better understand the learning process and the competencies that were developed in PBL sessions.<\/p>\n\n\n\n

    The activity of the teacher and the activity of two groups of students during a PBL session (5 3-hour sequences) was analysed, using the usual techniques: video-recording of the session, self-confrontation interviews of participants around the most significant sequences, analysis of this material.<\/p>\n<\/div>\n<\/div>\n\n\n\n

    \n
    \n

    Main results<\/span><\/h2>\n\n\n\n

    A first set of analysis was made in 2008-2009, and a PhD thesis then allowed to go further. The thesis was defended in 2011.<\/p>\n<\/div>\n<\/div>\n\n\n\n

    \n
    \n

    Publications<\/span><\/h2>\n\n\n\n

    BLANDIN, B. OUARRAK, B. (2009) Quand l\u2019exp\u00e9rience joue des tours dans un dispositif de formation en alternance, in Actes du 1er colloque international de l\u2019association Recherches et pratiques en didactique professionnelle<\/em>, Dijon, 2-4 d\u00e9cembre 2009 (communication n\u00b0407).<\/p>\n\n\n\n

    OUARRAK, B. (2011) Microgen\u00e8se d\u2019un objet technique chez des \u00e9l\u00e8ves ing\u00e9nieurs du CESI<\/em>, Th\u00e8se de doctorat en sciences de l\u2019\u00e9ducation, Paris : CNAM.<\/p>\n<\/div>\n<\/div>\n\n\n\n

    <\/p>\n","protected":false},"excerpt":{"rendered":"

    When this project started, CESI had already been using the PBL (Problem-Based Learning) Approach since 2004 as the unique approach in the Computer Sciences curricula of eXia, and decided to experiment this approach to teach Physics.<\/p>\n","protected":false},"featured_media":13000,"menu_order":0,"template":"","categories":[457],"tags":[462],"class_list":["post-11868","projets","type-projets","status-publish","has-post-thumbnail","hentry","category-learning-and-innovating","tag-project-completed"],"acf":[],"yoast_head":"\nActivity analysis in a PBL session - CESI LINEACT<\/title>\n<meta name=\"description\" content=\"CESI Ecole d\u2019Ing\u00e9nieurs wished to better understand the learning process and the competencies that were developed in PBL sessions.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/lineact.cesi.fr\/en\/projets\/activity-analysis-in-a-pbl-session\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Activity analysis in a PBL session - 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