Comment les enfants justifient-ils ce qu’ils savent faire ? Le concept de milieu géométrique dans l’approche piagétienne de la formation des raisons

 
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2012 (EN)
Comment les enfants justifient-ils ce qu’ils savent faire ? Le concept de milieu géométrique dans l’approche piagétienne de la formation des raisons (EN)

KILCHER, HELGA; Université de Genève, Switzerland
BERTHOUD-PAPANDROPOULOU, IOANNA; Université de Genève, Switzerland

The relation between know-how and know to justify his/her action is explored within the Piagetian constructivist theoretical frame, particularly within the issue of Reasons. Reasons are considered as a reconstitution of the activity, contributing to its understanding by the subject. Thirty four children aged three to nine have been faced with a double task: determine the middle of geometric figures and then justify the chosen location. Results show that while determination is correctly performed at all ages by efficient perceptive evaluation, the justification undergoes a development leading from illustrative, to argumentative and finally to properly founding reasons from the age of eight years on. The relationship between action and reason is discussed on a cognitive, a social and an educational level. (EN)

Action, reason, geometric middle, developmental perspective, International Center for Genetic Epistemology (EN)

Πανεπιστήμιο Πατρών (EL)
University of Patras (EN)

French

2012-03-27


Array (EN)

Review of Science, Mathematics and ICT Education; Τόμ. 2, Αρ. 1/2 (2008); 5-18 (EL)
Review of Science, Mathematics and ICT Education; Τόμ. 2, Αρ. 1/2 (2008); 5-18 (EN)

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