Academic literature on the topic 'Visite scolaire'
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Journal articles on the topic "Visite scolaire":
Pape, Yannick Le. "Pour ou contre la visite scolaire ?" Recherches & éducations, no. 16 (October 1, 2016): 175–90. http://dx.doi.org/10.4000/rechercheseducations.2561.
Derolez, Séverine, and Françoise Khantine-Langlois. "Une visite scolaire particulière : la grotte." La Lettre de l’OCIM, no. 148 (July 10, 2013): 32–38. http://dx.doi.org/10.4000/ocim.1248.
Souplet, Catherine. "Une visite scolaire dans un m�morial�: quels contenus d�apprentissage�?" Recherches en didactiques N�20, no. 2 (2015): 43. http://dx.doi.org/10.3917/rdid.020.0043.
Joly, Aude, and Marie-Sylvie Poli. "Découvrir en famille les oeuvres de Pierre Soulages après une visite scolaire." Muséologies: Les cahiers d'études supérieures 7, no. 1 (2014): 123. http://dx.doi.org/10.7202/1026650ar.
Wadbled, Nathanaël. "Raconter sa visite à Auschwitz. Les conditions communicationnelles de l’expression des ressentis." Nouvelles perspectives en sciences sociales 14, no. 1 (February 27, 2019): 117–50. http://dx.doi.org/10.7202/1056434ar.
Meunier, Anik, and Maryse Paquin. "La visite scolaire au musée: stratégies pédagogiques pour une participation active des élèves de l'élémentaire." Canadian Journal of Education / Revue canadienne de l'éducation 24, no. 1 (1999): 103. http://dx.doi.org/10.2307/1585779.
Souplet, Catherine. "Visite scolaire dans un mémorial : d'un fait historique mis en exposition à des contenus d'apprentissages." Didactica Historica 2, no. 1 (2016): 71–76. http://dx.doi.org/10.33055/didacticahistorica.2016.002.01.71.
Souplet, Catherine. "Visite scolaire dans un mémorial : d’un fait historique mis en exposition à des contenus d’apprentissage." Didactica Historica 2, no. 1 (2016): 1–10. http://dx.doi.org/10.33055/didacticahistorica.2016.002.01.71.long.
Martin, Thérèse. "Motivations à mettre en lumière la culture muséale des enfants. Un enjeu pour la valorisation de l’éducation non formelle." Éducation et francophonie 43, no. 1 (May 1, 2015): 63–79. http://dx.doi.org/10.7202/1030181ar.
Cohen-Azria, Cora. "Circulation des contenus scientifiques et visite scolaire au musée : entre mises en exposition et mises en mots." Recherches en didactiques N° 31, no. 3 (July 6, 2021): 13–45. http://dx.doi.org/10.3917/rdid1.031.0013.
Dissertations / Theses on the topic "Visite scolaire":
Wadbled, Nathanaël. "Raconter Auschwitz : l’expérience de visite d’un espace mémoriel : le cas d’un voyage scolaire organisé par le Mémorial de la Shoah." Thesis, Université de Lorraine, 2016. http://www.theses.fr/2016LORR0200/document.
Pupils making the day trip to visit the Memorial Museum of Auschwitz-Birkenau have a particular experience both of this site and the event the event of which is the trace. They do not passively receive information given to them, but reinvest it in their own fields of experience. They do it from various material elements and informations which are given during the day into the site. The image of the place is both the way by which something is communicated and at the same time the result of this communication. The report of how a group of pupil speaks about its visit a few weeks later allows to observe the constitution of this living space and this memory. What was felt puts itself in word, despite the difficulty of the passage perception proven to the discursive development manifested in most interlocutions situations. Every moment of the visit is associated with learned information that are general concepts they realize and mental representations they imagine, and with feelings. Through this, they become aware of the human nature that is both morbid and empathetic. So this is a different experience of those are touristic entertainment. There is a community between those who had this experience and the will to transmit that is both a civic requirement and a need to put in word an intimate real-life experience to understand it. However, to the extent that this transmission engages the intimacy of a real-life experience and not af a historical information, it is made only to close people perceived as being interested
Sepulveda, Koptcke Luciana. "Les Enseignants et l'exposition scientifique : une étude de l'appropriation pédagogique des expositions et du rôle de médiateur de l'enseignant pendant la visite scolaire." Paris, Muséum national d'histoire naturelle, 1998. http://www.theses.fr/1998MNHN0029.
Sénécail, Alain. "Les contenus en didactique : cas des visites scolaires dans les musées de sciences." Thesis, Université de Lille (2018-2021), 2021. http://www.theses.fr/2021LILUH040.
This PhD thesis is related to the field of Science Didactics (Science Education) and aims to enrich the question of teaching and learning content in the context of primary school visits to science museums. Indeed, School and Museum are different institutions, so the moment of visit is a real issue regarding content. By reconstructing the school visit as a didactic situation characterized by specific content and by considering scientific literacy as involving diverse content (content knowledge, practical knowledge, values, attitudes…) with social uses and multiple references; it is as well the disciplinary learning of students as the training of visitors that is examined. The miscellaneous data – online educational documentation from French science museums, open questionnaires intended for primary school teachers and museum guides, observation of six ordinary school visits – enable to concentrate on the content of the school visit in the space of recommendations, the space of representations and the space of practices. Content, considered as a speech, is then reconstructed on the basis of the saying and doing of the didactic subjects in context. Finally, an incursion through another theoretical framework (that of the joint action theory in didactics) allows a general thinking on the nature of content, on its apprehension in contrasted didactic approaches and on the specificities of these approaches when it comes to study teaching and learning situations outside the classroom.Ultimately, this work shows how the content of school visits is articulated between scientific awareness and familiarization with the museum and its specificness. However, the analysis shows a persistence of the schoolarization of science exhibitions and museum experience. The disciplinary content in science is central when the content of visitors’ training is secondary
Kovarski, Caroline. "Impact des troubles visuels sur la performance scolaire." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20004/document.
Many students understate their visual discomfort, although it may have an educational impact. We studied the prevalence of visual disorders among students and compared these results to their academic level.Between September 2012 and April 2013, four hundred students between fifteen and twenty two years of age responded to a questionnaire followed by a visual screening (refraction and binocular vision) in order to detect any visual discomfort that they might be unaware of. When visual problems were detected, the participants were asked to have an ophthalmology and orthoptic assessment. Then the participants’ academic performance was appraised and subjects were reviewed to determine whether wearing the appropriate optical correction or taking orthoptic care have improved their grades.The results indicate that the questionnaire score is very significant to predict the probability of having academic difficulties or vision problems, that ametropia and accommodation anomalies increase academic difficulties and that binocular vision disorders are even more disadvantageous. Moreover, not spontaneously expressing visual discomfort doesn’t mean that there are no visual defects.Once controlled by variables commonly used to explain academic difficulties (e.g. academic delay, occupational category, gender, etc.) a significant proportion of participants’ academic difficulties are related to vision anomalies. Therefore, vision screening among adolescents appears to be necessary, especially if there are academic difficulties. In addition, the questionnaire used in case history seems to be an effective tool to detect vision anomalies and should be validated with a larger sample
Lansade, Godefroy. "La vision des inclus : ethnographie d'un dispositif d'inclusion scolaire à destination d'adolescents et jeunes adultes désignés handicapés mentaux." Paris, EHESS, 2016. https://tel.archives-ouvertes.fr/tel-01408175v2.
Based on a 3-year long ethnographic investigation as well as an extensive teaching career, this study attempts to both give an account and question the schooling of “mentally disabled” teenagers and young adults aged 16 to 20 in vocational secondary schools. From their own perspectives - and having adopted a low-standard approach, I strived to understand the way they experience their inclusion in the ULIS scheme (Localized Units for Inclusion). With particular attention to the configuration of their inclusive education, i could account for and put into question the socio-educational impacts of a public policy for inclusive education “in the making” of which they are the center. From the corpus and my analysis of the connection these teenagers and young adults have with the educational system whether they fit in or oppose it, their projects, their choices and the way they interact with others and see themselves, I demonstrate that they wonder about their high school life and question what is generally said about them and how they are perceived. This research shows that these students do have a clear vision of their experience and understand the paradoxes at the core of the ULIS scheme. I also focus on the objective social and institutional constraints weighing heavily on their school trajectories. A better understanding doesn’t necessarily imply a better action. Still, it is essential to listen to these socially invisible youngsters so as to empower them as people able to express their difficulties and make their own choices
Gaulot, Céline. "Inclusion et handicap à dominante visible ou invisible au collège : représentations du handicap, pratiques d'inclusion en contexte scolaire et construction individuelle et interactionnelle d’adolescents en situation de handicap." Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0242/document.
The treatment of the handicap and the of persons with disabilities has varied over time. Currently, in line with human rights, national and international policies tend to promote équality for all men and the fight against discrimination becomes a reality by active public policies in most countries. At the education level, the concept of inclusion was endorsed at the Salamanca conference (UNESCO, 1994) and its implementation is described as « a reform that supports and welcomes the diversity of all the learners » (UNESCO, 2001). In France, the law of 11 February 2005 introduced a major change into the social treatment of disabled people. Inclusive Education calls to a consideration of the complexity of the human person and the institutions to which he belongs. This research aims to account for some aspects of this complexity by bringing to light the representations and practices of inclusion in middle school among pupils with dominant visible or invisible disabilities and by linking them to the individual and interactionnal construction of these adolescents. Four dimensions were studied based on the situation of five students with visible or invisible disabilities. The school context is the first level : it provides an objective structure to the inclusion process by the presence of a device, an organization and people involved in this project. We then questioned the representations of disability and the pedagogical practices of the teachers in the second level. The third level is the one of the peers of the disabled pupils, where the socio-affective networks were questioned. Finally, the fourth level concerns the individual dimension of the five selected pupils. The results of this ethnograhic research indicate that the structuring of the inclusive context has an influence on the activated representation of the handicap : the more it is visibly carried by a system and a dedicated staff, the richer is the representation. The core-representation of disability among teachers (consisting in « monster », « death », « physical disability »,« wheelchair » and « autism » elements) is identical to the one found in the general population, with a professional specific variation (« dyslexia ») within th scope of possible disability repair. When the structuring of inclusion is carried by a lot of invested people, a representation called « linking » integrates the different previous levels of the representation and joins the situation of disability. In this sense, it is evolved because it considers the latest sociatal advances in this field ; it can be thought as transitional, in the same way as the current form of inclusive education. Archetypes are underlying these representations and differ according to the visibility (where the activated archetype is the one of the monster and fondamental alterity) or the invisibility (which activate the archetype of the stranger and the unknowable), this motion making the link between perception and representation in the psychic dimension of the individual. Representations may evolve by uncovering, accepting and integrating its diffrents components by the individual on the one hand, and by the concrete experience discussed and reflected by the actors on the other. This then leads to a co-construction between partners and the need for training to access an understanding of the singularities of students with alterities in order to identify and respond to their special educationnal needs
Konkka, Olga. "À la recherche d'une nouvelle vision de l'histoire russe du XXème siècle à travers les manuels scolaires de la Russie postsoviétique (1991-2016)." Thesis, Bordeaux 3, 2016. http://www.theses.fr/2016BOR30016/document.
The revolution in public consciousness that marked the period of Glasnost, and the USSR collapse that followed, compelled Russian Ministry of Education to review the content of history textbooks, as well as the whole process of textbook writing. In the 1990s, the debate on history textbooks focused on the search for a new view of 20th century Russian history taught in the final years of the Russian secondary school curriculum. The textbook authors, now working in the context of the market economy, vacillated between rejection of the legacy of the past and a persistently Soviet point of view. Since the early 2000s, several directives and speeches of Russian presidents Vladimir Putin and Dmitry Medvedev and their ministers have demonstrated the government’s willingness to control the available range of history textbooks and their content. The directives and speeches suggest that political authorities intended to exploit national history, particularly that of the 20th century period, in order to assert their legitimacy. In fact, we can observe many changes in textbooks from the 2000s and the 2010s, such as the re-evaluation of the historical figure of Stalin, the strengthening of the image of a strong State, the return of the concept of Western hostility and the justification of Russian and Soviet geopolitics. This seems to confirm the hypothesis that the government seeks to whitewash the national history while providing its policy with historical legitimacy. However, an analysis of the texts of more than 70 post-Soviet history books and the context of their publication reveals a complex process involving many different actors
Trouvé-Silva, Michèle. "Le rapport au savoir médiatisé du professeur d' espagnol au lycée. Une vision de la Guerre Civile et du Franquisme en Espagne et des dictatures et révolutions en Amérique latine." Thesis, Normandie, 2017. http://www.theses.fr/2017NORMR141/document.
This research projet questions the teaching practice, the identity, and the construction and relationship to knowledge of Spanish high teachers, using various media. The documents that hold our attention here ar those that deal with the different revolutions and dictatorships that merged in Laton America or tje Spanish Civil war and the Francoist regime that followed it. These subjets an integral part of the culturel content that was put in place for the secondary school curriculum, up to and including sixth form level. The object of this research aims to illuminate what is ambiguous, imperceptible or unknown in the diffusion of the culturel content that was mentioned earlier. The aim is to try and explore the outward display used by teachers in their professional practice, as it relates to their culturel background, their knowledge acquisition and their wants and pain. Their personal histories enable un to uncover how their knowledge building mechanisms are influenced, consciously and unconsciensly, by such issues as their fantasies, defense mechanisms, expectations, life perspective, relationships, their own self image and that they want to project
Michalik, Carole. "L'insertion professionnelle des enseignants immigrants de minorité visible dans les écoles de la Division scolaire franco-manitobaine." 2017. http://hdl.handle.net/1993/32005.
February 2017
Benoît, Rachel. "Le travail social scolaire : regards sur les stratégies d'intervention développées en contexte interculturel." Mémoire, 2012. http://www.archipel.uqam.ca/4654/1/M12383.pdf.
Books on the topic "Visite scolaire":
Latulippe, Martine. Une visite magique. Québec, Québec, Canada: Les éditions FouLire Inc., 2014.
Ontario. Esquisse de cours 12e année: Le droit canadien et international cln4u cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Ontario. Esquisse de cours 12e année: Étude de l'alimentation et de la nutrition hfa4m cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Ontario. Esquisse de cours 12e année: Atelier d'écriture fae4o cours ouvert. Vanier, Ont: CFORP, 2002.
Ontario. Esquisse de cours 12e année: Histoire de l'Occident et du monde chy4u. Vanier, Ont: CFORP, 2002.
Ontario. Esquisse de cours 12e année: Géométrie et mathématiques discrètes mga4u cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Ontario. Esquisse de cours 12e année: Français des affaires faf4o. Vanier, Ont: CFORP, 2002.
Ontario. Esquisse de cours 12e année: L'église et la culture hre4m. Vanier, Ont: CFORP, 2007.
Ontario. Esquisse de cours 12e année: Politique canadienne et mondiale cpw4u cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Ontario. Esquisse de cours 12e année: The writer's craft eac4c cours précollégial. Vanier, Ont: CFORP, 2002.
Book chapters on the topic "Visite scolaire":
Cohen-Azria, Cora, and Ana Dias-Chiaruttini. "La visite scolaire : un espace singulier au croisement de deux institutions." In Questionner l'espace, 133–48. Presses universitaires du Septentrion, 2016. http://dx.doi.org/10.4000/books.septentrion.19769.
Souplet, Catherine. "Entre acteur et sujet de la visite scolaire dans un mémorial, regard didactique." In Acteurs et action, 147–66. Presses universitaires de Caen, 2016. http://dx.doi.org/10.4000/books.puc.12984.
Cohen-Azria, Cora, and Ana Dias-Chiaruttini. "Analyser les contenus en jeu dans la visite scolaire au musée : questions méthodologiques." In Les Contenus d’enseignement et d’apprentissage, 161–75. Presses Universitaires de Bordeaux, 2015. http://dx.doi.org/10.4000/books.pub.38367.
Perrenoud, Olivier. "Cadre intermédiaire dans une institution scolaire : vision d’enseignants." In Encadrement et leadership, 89. De Boeck Supérieur, 2014. http://dx.doi.org/10.3917/dbu.letor.2014.01.0089.
"Projection de la vision future de la commission scolaire." In En éducation, la nécessité d'une autre gestion, 97–102. Presses de l'Université du Québec, 2011. http://dx.doi.org/10.2307/j.ctv18pgstp.12.
Ferro, Marc. "La vision de 1905 dans les manuels scolaires." In 1905, 523–37. Éditions de la Sorbonne, 1986. http://dx.doi.org/10.4000/books.psorbonne.52676.
Verdière, Juliette. "Chapitre 5. Les enseignants du collège en France. Faire face à un travail plus formalisé et rendu plus visible." In L’évaluation dans les systèmes scolaires, 77. De Boeck Supérieur, 2013. http://dx.doi.org/10.3917/dbu.duiez.2013.01.0077.
CONDEI, Cecilia. "Valeurs identitaires des patrimoines véhiculés dans les manuels roumains de FLE." In Pratiques de la diversité et de la citoyenneté, 97–108. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5589.
ATCERO, Milburga. "A Critical Evaluation of New Challenges Pertaining to the Activities of Translation and Interpretation in Sub-Saharan Africa." In La traduction et l’interprétation en Afrique subsaharienne : les nouveaux défis d’un espace multilingue, 25–38. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.3540.
CAIRA, Déborah. "Une pédagogie innovante." In Formation linguistique des apprenants allophones et pédagogies innovantes, 17–26. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4156.
Reports on the topic "Visite scolaire":
Savard, Annie, Alexandre Cavalcante, and Daniela Caprioara. L’enseignement des mathématiques dans les écoles secondaires du Québec: L’alignement entre les enseignants, les concepts mathématiques des programmes ministériels et les concepts mathématiques utilisés dans les emplois STIM. CIRANO, 2022. http://dx.doi.org/10.54932/mldf5092.