WorldCat Identities

Hosson, Cécile de

Overview
Works: 27 works in 39 publications in 2 languages and 156 library holdings
Genres: History 
Roles: Publishing director, Thesis advisor, Opponent, Editor, Other, Author
Classifications: TJ163.2, 333.79
Publication Timeline
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Most widely held works by Cécile de Hosson
Les découvertes en pays d'Islam by Ahmed Djebbar( Book )

2 editions published in 2009 in French and held by 39 WorldCat member libraries worldwide

L'eau à découvert by Luc Abbadie( )

2 editions published in 2017 in French and held by 27 WorldCat member libraries worldwide

Indispensable à la régulation du climat, au développement de la vie sur Terre, au maintien des écosystèmes, aux populations, au développement de l'agriculture, de l'industrie comme à la production d'énergie, l'eau est un élément vital. Il convient donc, dans un contexte de changement global, d'analyser dans toute sa diversité la place et le rôle de l'eau et de se donner ainsi les moyens de mieux la préserver. Autour de cet enjeu qui engage toute l'humanité, Agathe Euzen, Catherine Jeandel et Rémy Mosseri ont réuni près de cent cinquante contributions, visant à apporter un éclairage sur chacun des domaines et des approches que couvre cette thématique. Quelle est l'origine de l'eau? Son rapport avec l'apparition de la vie? Quel rôle a-t-elle joué dans l'histoire de la planète et dans le développement de la vie végétale, animale et humaine? Quel est son cycle? Quelles sont ses propriétés chimiques? Comment les sociétés se sont-elles emparées de cet élément précieux? Allons-nous manquer d'eau? L'eau est-elle source de conflits? Comment l'eau est-elle gérée? Comment recycle-t-on une eau polluée? Quels sont les risques pour la santé mondiale? Quels sont les grands enjeux liés à l'eau au xxie siècle? Comprendre et proposer des solutions à ces défis majeurs est l'intention de cet ouvrage
L'énergie à découvert by Nathalie Alazard-Toux( )

1 edition published in 2017 in French and held by 25 WorldCat member libraries worldwide

L'énergie est devenue une question vitale pour les sociétés, le citoyen, l'humanité tout entière. Sujet scientifique, économique, politique et écologique majeur, elle suscite des débats, parfois violents, sur les choix à faire aujourd'hui et leurs conséquences pour l'avenir des hommes et de la planète. Mais, alors que se tient le grand débat national sur la transition énergétique, comment se forger une opinion objective sans connaître les données scientifiques les plus complètes sur les potentiels et les limites de chaque source d'énergie? Ce livre les met enfin à la disposition du public. L'énergie, qu'est-ce que c'est? Quelles sont les grandes lois physiques qui la gouvernent? Comment la produire, la transporter, la stocker? Le solaire, la biomasse, l'éolien, l'hydraulique sont-ils des solutions alternatives suffisantes? Et quelle part leur réserver à l'avenir? Les nombreux articles de ce livre (près de 130) proposent au citoyen des outils pour se faire une opinion face à ces questions. Physiciens, chimistes, biologistes, géophysiciens, environnementalistes, géographes, économistes, y précisent, chiffres et schémas à l'appui, la place respective des énergies fossiles, du nucléaire et des énergies renouvelables. Au-delà, ils expliquent quelles sont les perspectives offertes par la science sur le mix énergétique, le problème du stockage, l'amélioration de nos usages de l'énergie, ses impacts environnementaux et sanitaires
Introduction à la didactique des mathématiques et à la didactique des sciences physiques une option en formation initiale d'enseignants by Monique Chappet( Book )

1 edition published in 2008 in French and held by 11 WorldCat member libraries worldwide

Didactique des sciences et histoire des sciences( Book )

1 edition published in 2011 in French and held by 10 WorldCat member libraries worldwide

Les résultats des recherches en didactique des sciences et des technologies : quelle validité et à quelles conditions ? by Cécile de Hosson( Book )

2 editions published in 2020 in French and held by 9 WorldCat member libraries worldwide

"Ce dossier se veut une contribution à la question de la validité et de la robustesse des résultats des recherches en didactique des sciences et des technologies. Il comporte trois contributions discutant de différentes méthodes et une introduction qui replace la question dans le cadre plus large des sciences humaines". (Source : site éditeur)
Acquis des élèves : comprendre les évaluations internationales PISA et TIMSS : analyse comparative des contenus en mathématiques et en sciences by Antoine Bodin( Book )

2 editions published in 2016 in French and held by 5 WorldCat member libraries worldwide

Construir un problema : un primer paso hacia la investigación en ciencias : análisis de une formación para docentes de primaria en el contexto colombiano y francés = onstruire un problème : un premier pas vers l'investigation en sciences : analyse d'une formation d'enseignants de primaire en contexte français et colombien by Luz Helena Martinez Barrera( Book )

3 editions published between 2014 and 2016 in Spanish and held by 4 WorldCat member libraries worldwide

The teaching of experimental science has undergone significant changes in terms of prescribed educational guidelines. These changes reflect the evolution of an international framework, one of the characteristics of which is to highlight more open enquiry-based approaches. French and Colombian programs expect from teachers, on the one hand, that they design problems that could lead to the application of open experimental approaches, on the other hand, that they motivate students to participate more in the process of knowledge construction. Our thesis is positioned in this context. Its objective is to produce training schemes of non-scientific primary school teachers so they approach scientific activity as a construction and problem solving activity. This entails, for example, to make them aware that there are, for the same phenomenon, for the same situation, different problems by nature. Also, it means to mak( them aware that all the problems as identified from a given situation, do not necessarily lead to the construction of scientific knowledge through experience. The framework of "problematization", applied to the analysis of linguistic interactions of French and Colombian teachers engaged in the activity of constructing problems, allows on the one side to understand how teachers raise the uncertainty of a given open situation (in this case : bounce balls). On the other side, this framework makes it possible to identify some of the drivers of the dynamics of problem construction
Contribution à l'analyse des interactions entre histoire et didactique des sciences : élaboration d'un support d'enseignement du mécanisme optique de la vision pour l'école primaire et le collège et premiers éléments d'évaluation by Cécile de Hosson( Book )

3 editions published between 2004 and 2009 in French and held by 4 WorldCat member libraries worldwide

This research paper aims at setting the ground for a larger research, which consists in highlighting the possible link between the acknowledgement of a didactic contract and scholastic achievement. In that respect, we first refer to some of the effects of the didactic contract that have already been brought forward in the past. Secondly, we apply the contract to the specific field of the teaching of physics, bringing to the fore its omniprésence through a number of concrète examples. We do admit that thé existence of a link between thé acknowledgement of a didactic contract and scholastic achievement has already been suggested. Thirdly, thanks to interviews and questionnaires, we show that the usual didactic contract is rather well known among the majority of students. Therefore, we finally propose a grid to have a feedback on work instructions from the students themselves, especially regarding the degree of autonomy allowed to them. With that grid, we analyse the official syllabus as well as the tests given to French high-school students for their graduation. As a result, though certain findings were somehow predictable, others were quite unexpected, as for instance the relative lack of instructions regarding general knowledge or conclusions to be drawn at the end of a problem study. The end of our research demonstrates that thé user-friendly grid that was elaborated has proven a useful tool to anticipate thé modifications that may be required in thé making of tests to comply with their objectives
La démarche d'investigation dans les collèges français : élaboration d'un dispositif de formation et d'étude de l'appropriation de cette nouvelle méthode d'enseigement par les enseignants by Stéphanie Mathé( Book )

2 editions published in 2010 in French and held by 3 WorldCat member libraries worldwide

This thesis deals with the appropriation by teachers of the "demarche d'investigation", an inquiry approach defined in 2005 French low secondary school curricula. A preliminary study in two steps (chapter 1) allowed to bring out some training objectives. An epistemological analysis showed that this method conveyed a restricted vision of scientific activity: the problems pupils are set must faveur the passing of cognitive obstacles and be solved by hypothetico- deduction at the same time. The analysis of teaching plans for inquiry-based classes revealed that the authors (low secondary school teachers) proposed more varied problems and methods than the curricula. We also noted some confusions in the use of two key notions of the "demarche d'investigation": pupils' conceptions and hypothesis. The training we set up was built on these basic notions. We sought to know not only how teachers appropriated it, but also how they justified the adaptations they brought to the official instructions (chapter 2). Some questionnaires and some audio recordings of a working session in small groups of teachers, dedicated to the elaboration of an inquiry-based class, showed a better mastery of the aimed notions at the end of the training. We also analysed the strategies set by theteachers in order to reconcile the requirements of the curricula with the institutional and material constraints they are imposed
Apport de l'étude conjointe de systèmes dynamiques libres et commandés dans la compréhension des concepts d'équilibre et de stabilité = Aportes del estudio conjunto de sistemas dinámicos libres y realimentados en la comprensión de los conceptos de equilibro y de estabilidad by Michaël Canu( Book )

2 editions published in 2014 in Spanish and held by 2 WorldCat member libraries worldwide

Les concepts d'équilibre et de stabilité sont très importants en automatique (la science de la commande des systèmes) et plus généralement dans tous les domaines utilisant une approche systémique visant, entre autre, à la compréhension ou à la mise en place de mécanismes de régulation (biologie, économie, électronique, chimie, etc...). Nous avons pu constater un relatif manque de maîtrise de ces concepts chez les étudiants, y compris après des cours de commande des systèmes, aussi bien à l'université qu'en école d'ingénieur. La recherche en didactique des sciences s'est beaucoup intéressée à la compréhension du concept d'équilibre en chimie, mais assez peu en mécanique par exemple, et essentiellement du point de vue de la maîtrise des connaissances académiques. Or, notre travail montre que les conceptions des étudiants relatives à ce concept font appel, de façon non négligeable, aux domaines non-académiques et surtout au concept de stabilité. D'une part, notre travail a consisté à tenter de comprendre les raisons des difficultés observées à partir de l'étude des conceptions des étudiants (et des possibles facteurs qui pourraient influencer leur développement) et d'autre part, à proposer une séquence de classe au niveau de la formation d'ingénieur, visant à amorcer un changement conceptuel chez eux, en utilisant le cadre méthodologique de l'ingénierie didactique (Artigue). Nous montrons qu'il est possible d'obtenir une amélioration de la compréhension de ces concepts chez les étudiants avec ce dispositif
Approches sémiotiques en didactique des sciences by Catherine Houdement( Book )

2 editions published in 2022 in French and held by 2 WorldCat member libraries worldwide

Conditions d'avancée des savoirs et déterminants de l'action professorale : étude de cas sur l'enseignement des phases de la Lune au cycle 3 by Géraldine Boivin-Delpieu( )

1 edition published in 2015 in French and held by 1 WorldCat member library worldwide

This PhD analyses the conditions to advance knowledge in class during a science lesson in higher level of primary school (5th grade,10-year-old pupils) of the French elementary school. The teaching situations concern the phases of the moon. From the analysis of effective practices, this research deduce the determiners of teacher's action and their role.The determiners analysed are : the knowledge, official instructions and teachers' representations towards science and science teaching. In order to identify these determiners through effective pratices, their characteristics have been established: an a priori analysis of knowledge, official instructions and practical epistemology of teachers is proposed. A questionnaire aiming at collecting data on teachers' views of science and sciences teaching have been disseminated at the national leevl. An epistemological study of science approach and knowledge guided the elaboration of items and underlies the analysis the official instructions.. The analysis the teachers' activities is based on the Joint Action Theory in Didactics (JATD). Additional theoretical tools have been integrated to describe the way knowledge progresses in the classroom : epistemic tasks and modeling levels. These additional concepts allow a detailed analysis of the didactic action including the triple genesis, especially chronogenesis. Our research precises the role of epistemic tasks and modeling levels requested in order to advance knowledge and shows that some determinants act primarily to other, depending on the teachers' tasks concerning the lesson and the anticipation of students' actions
L'utilisation d'un logiciel de géométrie dynamique comme une stratégie possible pour surmonter des difficultés dans l'interprétation des représentations graphiques x(t) de la cinématique classique by Inés Delgado Rodríguez( )

1 edition published in 2020 in French and held by 1 WorldCat member library worldwide

This research focuses on the design and evaluation of a teaching scenario using the dynamic geometry software GeoGebra as a possible strategy to overcome some of the difficulties in interpreting position and time related graphics in classical kinematics. Assuming that in order to understand physics, it is essential for students to be able to relate objects and phenomena (the world of objects and events), and models and theories (the world of theories) in order to explain or predict phenomena, we have designed a scenario that aims to foster both links between these two worlds starting from an intermediate world (a simulation based on the GeoGébra software) and links between different semiotic registers. The design of the scenario is based on a preliminary study concerning the interpretation of the x(t) graphs with a particular focus on the time dimension and the mobilization of TICs. We also decided to use instructional engineering as a research methodology, although an external evaluation of the design was conducted.Four theoretical frameworks were mobilized during the data analysis: the theory of two worlds (Tiberghien, Vince and Gaidioz, 2009), the theory of the intermediate world (Buty, 2002), the epistemo-semiotic framework (Bécu-Robinault, 2015) and the Duval (1993) framework of semiotic representation registers.Among the results of this research is that the use of this software is relevant for the physics class in the context of the study of uniform rectilinear motion and its graphical representation x(t). Moreover, the experimentation of this software, for the physics class as a simulator in the framework of our didactic engineering, has shown us potentialities as well as the influence of software constraints on the resolution of the proposed tasks
Diagrammes et théorie de la relativité restreinte : une ingénierie didactique by Laurent Moutet( )

1 edition published in 2016 in French and held by 1 WorldCat member library worldwide

We tried to develop and test several activities using a register based on diagrams for teaching the special theory of relativity to S class of twelfth graders. The graphic approach may result it complications in learning. However, its educational potential can turn out to be more beneficial. An epistemological study on diagrams used in special relativity allowed us to report important links between mathematics and the genesis of the special theory of relativity. This is the case of the Minkowski diagram. We were also interested in two other diagrams, Brehme and Loedel, which were developed much more later for teaching purposes. Following experimental sessions, we developed a new theoretical frame to comprehensively analyse the interactions developed by students to solve a problem using diagrams in special relativity. We modified the mathematical working spaces (MWS) by adding a new frame of rationality to the existing mathematic workspace to physics. The extended frame of the MWS allowed us to plan several versions of sequences proposed to the students and realize a priori analysis of their difficulty level and a posteriori study by analysing pupils' works. We have considered several works of student groups during a sequence using the Minkowski diagram with GeoGebra, a graphic simulation software. It allowed us to estimate the degree of control of the Minkowski diagram for every student, both from the frame of rationality of the mathematics and the physical sciences' point of view. The results are promising and they tend to show a real appropriation of the concepts of the special theory of relativity with an approach using diagrams
Chute libre : étude de mouvement et des méthodes de résolution, proposition didactique by Alice Di Fabio( )

1 edition published in 2018 in French and held by 1 WorldCat member library worldwide

This research targets the teaching and learning of the notion of free fall. It aims at developing a learning sequence intended for high school seniors and which goal is to rebuild the notion of acceleration from the notion of speed variation.The chosen methodology falls within didactic engineering of second generation. Three exploratory studies contribute to preliminary work. The first one focuses on usual practices of free fall teaching in the beginning of the 2Oth century through the analysis of physics textbooks. It shows that the study of falling bodies appears like a content at the crossroads of kinematics and dynamics. It also allows to question the added value of using vectors at the epistemological, methodological and educational level. The second study explores the ability of first year students in drawing vectors in kinematics. It highlights that the use of vectors raises difficulties and is a kinematics skill in itself. The third study is a content analysis of the notion of acceleration and its characteristics in the case of free fall. It leads to the presentation of different semiotic representation registers of acceleration.These preliminary analyses lead to the conception of a sequence which puts the vector representation at the centre of the learning system and which hypothesis is that the representation of several successive velocity vectors is a learning tool. The results show positive effects on student learning especially by enabling to deepen the knowledge of free fall and improve the skills in using vectors. These results also help to identify and describe possible measures for improvement of the learning sequence
Une géographie à l'école par la pratique artistique. by Sophie Gaujal( )

1 edition published in 2016 in French and held by 1 WorldCat member library worldwide

Inter, pluri, multi, trans. Les préfixes ne manquent pas pour désigner la volonté de l'institution scolaire de faire circuler les savoirs au sein d'une forme scolaire marquée jusqu'ici par leur segmentation. Cette thèse propose, au terme d'une enquête épistémologique destinée à montrer les enjeux d'une circulation entre géographie spontanée et géographie raisonnée, de développer des outils la favorisant, dans le cadre du cours de géographie. L'hypothèse de la recherche est que la pratique artistique peut favoriser cette circulation. Pour la tester, trois outils ont été conçus et expérimentés, depuis une posture d'enseignante-formatrice-chercheure : un concours photo, un concours de carte postale sensible, une performance
Analyse des pratiques pédagogiques d'enseignant.e.s universitaires : le cas de l'enseignement de la physique en premier cycle universitaire by Adry Liliana Manrique Lagos( )

1 edition published in 2017 in Spanish and held by 1 WorldCat member library worldwide

La educación superior es el objeto de un número creciente de investigaciones a nivel internacional. Sin embargo, cabe resaltar que las prácticas pedagógicas de los profesores universitarios, en articular en física, en cursos magistrales y con un enfoque didáctico, siguen estando inexploradas. Nuestra investigación se inscribe en ese contexto. En tanto que heurística, busca la creación de una metodología de análisis cualitativo de cursos magistrales diseñados y desarrollados por profesores universitarios de física. Escogimos concentrarnos en el análisis de las prácticas pedagógicas efectivas de cuatro profesores universitarios de física en Francia y en Colombia en el marco de un curso magistral de primer año (enseñanza de la mecánica Newtoniana) apoyándonos en la pregunta: ¿Cuáles son las estrategias que los profesores universitarios utilizan para llevar a los estudiantes a la comprensión de los contenidos previstos en el curso? La noción de “proximidades discursivas” se moviliza acá para enriquecer los enfoques de modelización por intermedio de mapas conceptuales ya que permite especificar y comparar cada uno de los discursos analizados
Continuité de l'expérience d'apprentissage et transposition didactique des savoirs dans l'enseignement de la physique : comparaison internationale dans le cas des propriétés de la matière by Laurence Marty( )

1 edition published in 2019 in French and held by 1 WorldCat member library worldwide

The aim of this study is to investigate the nature of the relationship between the learning of scientific knowledge at school and the production of knowledge within scientific communities through a bottom-up analysis of several case studies centered on the teaching / learning of the properties of matter in four contexts (primary level and lower secondary level, France and Westerm Switzerland) in which the curricula references are varied. The theoretical framework comes mainly from two paradigms: the joint action in didactics, according to which the teacher and the students each adjust their own line of action by interpreting that of the other and the pragmatist approach, according to which the meaning-making towards particular objects is developed through the interactions students have with these objects, in all institutions where they have a role, whether in family or at school. The pragmatist approach has led us to focus on the way in which the meaning-making towards particular objects evolves, in the light of the targeted knowledge at stake. Analyzes highlight connections between (dis)continuity of this meaning-making evolution as experienced by students and the various manners of teaching implemented in classrooms by the teachers. These manners of teaching can be modeled by structuring principles which derive from didactic, pedagogical, scientific, philosophical and epistemological viewpoints. Under specific conditions, situations in which models are given to students at the beginning of the unit seem to facilitate the continuity of the students' learning experience
 
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Alternative Names
Cécile de Hosson wetenschapper

Languages
French (25)

Spanish (6)