Academic literature on the topic 'Pédagogie du projet'
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Journal articles on the topic "Pédagogie du projet":
Lanaris, Catherine, and Mélanie Dumouchel. "Rôles et responsabilités dans le processus d’appropriation de la pédagogie par projet au primaire." Revue des sciences de l’éducation 41, no. 1 (July 2, 2015): 25–46. http://dx.doi.org/10.7202/1031470ar.
Avanzini, Guy. "La « pédagogie du projet »." Recherche en soins infirmiers N° 38, no. 3 (December 15, 1994): 5–9. http://dx.doi.org/10.3917/rsi.038.0005.
Diakhate, Assane. "Le dispositif de pédagogie de projet intervention/insertion transposé à l’école élémentaire de l’Unité 26 des Parcelles Assainies de Dakar." Revue internationale animation, territoires et pratiques socioculturelles, no. 3 (November 12, 2018): 21–34. http://dx.doi.org/10.55765/atps.i3.153.
Raynal, Serge, Alain Le Méhauté, François Angoulvant, and Louis Ferguson. "De la pédagogie de projet à la conception de projet." La Revue des Sciences de Gestion 231-232, no. 3 (2008): 53. http://dx.doi.org/10.3917/rsg.231.0053.
Hanse, Bruno. "Estime de soi et pédagogie du projet." VST - Vie sociale et traitements 103, no. 3 (2009): 68. http://dx.doi.org/10.3917/vst.103.0068.
Vrignat, Pascal, and Estelle Courtial. "Un challenge pour des élèves ingénieurs dans le contexte de l’industrie du futur." J3eA 21 (2022): 2009. http://dx.doi.org/10.1051/j3ea/20222009.
K’Nevez, Sandra, and Geneviève Duchamp. "L’approche réflexive en master : exemple de l’UE « Projet Personnel et Professionnel (PPP) »." J3eA 21 (2022): 2033. http://dx.doi.org/10.1051/j3ea/20222033.
Champagne-Poirier, Olivier. "Les données autoethnographiques comme base à une théorisation des pratiques pédagogiques dans l’enseignement des approches inductives." Approches inductives 3, no. 2 (November 9, 2016): 12–40. http://dx.doi.org/10.7202/1037912ar.
Ouellet, Sylvie, and Isabelle Caya. "La pédagogie créative au service des élèves polyhandicapés : résultats d’une recherche-action." Revue francophone de la déficience intellectuelle 24 (January 15, 2014): 5–11. http://dx.doi.org/10.7202/1021261ar.
Moumoulidou, Maria, Efstratia Sofou, and Konstantinos Chryssafidis. "La pédagogie du projet à l'école maternelle grecque." Carrefours de l'éducation 30, no. 2 (2010): 107. http://dx.doi.org/10.3917/cdle.030.0107.
Dissertations / Theses on the topic "Pédagogie du projet":
Bonneau, Emmanuelle. "L'urbanisme paysager : une pédagogie de projet territorial." Thesis, Bordeaux 3, 2016. http://www.theses.fr/2016BOR30050/document.
“L’urbanisme paysager” is a French design practice which accompanies urban planning since its inception. In context of transition from urban planning to territorial planning, this practice finds its significance while urbanism today can't be thought as a series of technical acts but could be included as a pedagogy intended to share its goals and their management with socioeconomics actors. However, this practice proven thought the exercise of urban project should be reassessed on the new basis of a territorial project. In Italy, the researchers of the “Territorialist School” develop a territorial project method which mays renew the pedagogical know-how of “urbanisme paysager”. The thesis aims to enlighten the territorialists. The thesis aims to enlighten the territorialist contribution to the French “urbanisme paysager”
Ngo, Van Thien. "Pédagogie par projet : une étude de cas dans l’enseignement supérieur technologique." Thesis, Lyon 2, 2014. http://www.theses.fr/2014LYO20094/document.
This thesis focuses on the project-based learning activity in a high technological school. The study shows that the students are organizing their works in complete autonomy calling on collaboration and cooperation. It also shows that the two categories are connected by a cause and effect relationship. Furthermore this study explains the three coordination types that the students are calling on to achieve their project. The mediation of the teacher is only aimed to support, guide, encourage and assess the two learners all along the learning process. The design and implementation project is considered as a way of stimulating the learners to reinvest previously acquired knowledge and at the same time to build up new theoretical knowledge during the project development. This construction is carried out jointly with the creation of new technical and professional skills. All this acquired knowledge are inter-acting each other to build student’s competences. Those competences are used and assessed during the trainee period in the company
Galinon-Mélénec, Béatrice. "Rénovation pédagogique et pré-professionnalisation : les stages "jeunes" en formation continue à l'université : un exemple de pédagogie de projet." Paris 5, 1988. http://www.theses.fr/1988PA05H045.
Professional training has become a part of university curricula since the early seventies. Discovering competition within the education market, open university departments acquired the knowledge and know now which enabled them to become a real interface between universities and firms. This enabled them to transform mentalities within trainees groups and to build up specific projects. Open university departments can act as middle grounds between university curricula and employment. The objectives in terms of knowledge and know become part and parcel of the build up of a personality. This outlook falls within a sociological approach which may help to determine the strong and weak points of a pedagogical approach, likely to prove efficient in extra mural studies
Sébastien, Georges. "Apprentissage collectif à distance, SPLACH : un environnement informatique support d'une pédagogie de projet." Phd thesis, Université du Maine, 2001. http://tel.archives-ouvertes.fr/edutice-00000207.
George, Sébastien. "Apprentissage collectif à distance : splash : un environnement informatique support d'une pédagogie de projet." Le Mans, 2001. http://cyberdoc.univ-lemans.fr/theses/2001/2001LEMA1016.pdf.
Cheikho, Mohamad. "Pluridisciplinarité et foresterie : recherche, gestion, pédagogie de projet et formation des ingénieurs forestiers." Lyon 1, 2002. http://www.theses.fr/2002LYO10093.
Abdallah, Firas. "Méta-modélisation pour décrire et instrumenter une situation d'apprentissage de pédagogie par projet collectif." Le Mans, 2009. http://cyberdoc.univ-lemans.fr/theses/2009/2009LEMA1003.pdf.
Regnier-Le, Mouillour Ségolène. "Le projet de socialisation de l'enfant dans la pédagogie de Célestin Freinet : socialisation, individualisation, moralisation." Lyon 2, 2004. http://theses.univ-lyon2.fr/documents/lyon2/2004/regnier_s.
Yacoub, Claude. "La main de l’apprenti-concepteur dans la pédagogie du projet d'architecture face aux outils numériques." Paris 8, 2011. http://www.theses.fr/2011PA083392.
Today we live in a world of disappearing, a world of addiction, impatience, a world of digital universe beyond us on our fragile slopes, we go beyond our human limitations, we bury in a variety of strata , and we are propelled into a microcosm of infinite numbers that takes us from the disposition to addiction. This upsets the digital world of design education in the broadest sense and particularly the architectural project, our prime area of exploration. With the advent of lightning-aided design software designer in the wallet of the architecture students to the project is completely shocked and questioned if his conceptual approach. Our study focuses on teachers and speaks directly and exclusively to undergraduate student (Bachelor), involved in the project we call apprentice developers around a better approach to the concept of the project (disegno / design) with a reference instead of by hand to add value cognitive, social and economic. We talk about the place, and especially the influence of the impact of these tools, that is to say what is done on a body when a projectile hits another body, there is shock, d impact, impact angle. And it is this effect that we want to analyze in order to deduce the influence that results. To demonstrate the hypothesis that we advance that there is a danger in allowing some thought ambient set up as what we live in a perfect world with these new technologies that hide the "intelligence of hands" in favor of the alleged perspicacity on the computer. Educational situation that we consider critical and risky drive train design puppets in the service of economic forces that impose their networks and systems to better assume all construction markets, and this at all scales, from the house to the city. At the risk of disappearing or no longer reserved only for acts of spectacular architecture except the role of the architect must be defended and promoted the first year of studies devoted to it by emphasizing its role factor in the company and its involvement in its construction as tangible and intangible, and civic buildings. We put into question and undermine the foundations of the pedagogy of the project at the time of the invasion of digital tools in design project with a confusion of thought, the concept revealed and generated images with the help of software representation and simulation that lead to confusion between design and drawing, between the project and made, between idea and concept reflected assisted, between representation and simulation, between accompanying and support, between desire and envy. Our hypothesis is based on the fact that digital tools are not appropriate for architecture students from the undergraduate design projects in their conceptual stages. Participatory research, central to our surveys allowed us to refine our investigations and all its elements are translated on the Manifesto website (s) with the responses of 80 experts met audio themes Digital, Human-Machine and Design. Exchanges that have enabled us to achieve developed substances that affect the body, hand, drawing and design and advanced formulas that express the lessons learned from all this research and recipes made as a teacher of the hand, in a digital world more and more present, a designer-aided design, all this leading us towards a pedagogy Métis with a repositioning of the environment in the educational pattern of the architectural project in the faculties and schools that are future contractors of reality. Replace the digital environment and all its tools to place a device and not in a position central making it the only thinker, and give back to the hand, manual, consubstantial and irreplaceable role. A step back from the use of digital devices is necessary, urgent and crucial. To stop making passive man to the machine with a challenge to the pedagogy of the project (design) architecture that currently gives free rein to the software that creates virtual tools with and handled by machines that drive the design with models of cognitive pathways developed by systems engineers limiting activity, inventiveness and creativity of the apprentice designer. Citizen Man-down, limited by the feasibility imposed by the IT support that reduce the desire for change driven by humans, clean design, and at the same time the desire to fulfill that desire. Away from the virtual universe at critical moments of creation while maintaining contact with these essential elements of simulation and representation, not of design
Huber, Michel. "Du projet-élèves à la convergence des démarches de projets dans l'établissement scolaire : analyse des effets sur des élèves de troisièmes technologiques agricoles d'une formation d'enseignants à la pédagogie du projet." Paris, CNAM, 1996. http://www.theses.fr/1996CNAMA001.
Books on the topic "Pédagogie du projet":
Morisette. Vivre la pédagogie du projet collectif. Montréal, Qué: Éditions de la Chenelière, 2000.
Huber, Michel. Apprendre en projets: La pédagogie du projet-élèves. 2nd ed. Lyon: Chronique sociale, 2005.
Vassileff, Jean. Histoires de vie et pédagogie du projet. 2nd ed. Lyon [France]: Chronique sociale, 1995.
Weiss, Marlise. La pédagogie du projet et l'initiation à la lecture. Paris: Colin, 1987.
Cariou, Jean-Yves. Un projet pour-- faire vivre des démarches expérimentales. Paris: Delagrave, 2007.
Pelletier, Danièle. Activité-projet: Pour le développement global de l'enfant. 2nd ed. Montréal: Groupe Modulo, 2010.
Béal, Yves. Un projet pour-- rendre les élèves acteurs de leurs apprentissages. Paris: Delagrave, 2008.
Danielson, Charlotte. Enhancing Professional Practice. Alexandria: ASCD, 2009.
Pelletier, Danièle. L'activité-projet: Le développement global en action. Mont-Royal, Québec: Modulo, 2001.
Danielson, Charlotte. Enhancing professional practice: A framework for teaching. Alexandria, Va: Association for Supervision and Curriculum Development, 1996.
Book chapters on the topic "Pédagogie du projet":
Hartmann, Werner, Michael Näf, and Raimond Reichert. "Pédagogie de projet." In Enseigner l’informatique, 105–11. Paris: Springer Paris, 2012. http://dx.doi.org/10.1007/978-2-8178-0262-6_17.
Thibault, François, and Patrice Potvin. "Pédagogie par projet." In Repères contemporains pour l’éducation aux sciences et à la technologie, 137–44. Presses de l'Université Laval, 2020. http://dx.doi.org/10.2307/j.ctv1h0p2jg.23.
Dussault, Stéphane, and Moniques Richard. "LA PÉDAGOGIE DU PROJET ARTISTIQUE:." In L'école alternative et la réforme en éducation, 110–18. Presses de l'Université du Québec, 2000. http://dx.doi.org/10.2307/j.ctv18phdk6.15.
Lebrun, Marcel. "Chapitre 1. L'innovation au quotidien. Récit d'un projet." In Technologie et innovation en pédagogie, 19. De Boeck Supérieur, 2002. http://dx.doi.org/10.3917/dbu.charl.2002.01.0019.
Pallascio, Richard. "QUELQUES FONDEMENTS POUR UNE PÉDAGOGIE DU PROJET." In L'école alternative et la réforme en éducation, 27–34. Presses de l'Université du Québec, 2000. http://dx.doi.org/10.2307/j.ctv18phdk6.6.
Lafortune, Louise. "LES COMPÉTENCES TRANSVERSALES DANS LA PÉDAGOGIE DU PROJET." In L'école alternative et la réforme en éducation, 7–24. Presses de l'Université du Québec, 2000. http://dx.doi.org/10.2307/j.ctv18phdk6.5.
Ruellan, Francis. "Indices d’hétérogénéité dans une démarche d’écriture en projet." In Pédagogie du projet et didactique du français, 15–63. Presses universitaires du Septentrion, 2005. http://dx.doi.org/10.4000/books.septentrion.16577.
Reuter, Yves. "Présentation." In Pédagogie du projet et didactique du français, 7–11. Presses universitaires du Septentrion, 2005. http://dx.doi.org/10.4000/books.septentrion.16575.
Ruellan, Francis. "Évolution du rapport au texte et à l’écriture dans une démarche de travail en projet." In Pédagogie du projet et didactique du français, 65–117. Presses universitaires du Septentrion, 2005. http://dx.doi.org/10.4000/books.septentrion.16579.
Brassart, Dominique Guy. "Le beau souci de la preuve." In Pédagogie du projet et didactique du français, 121–40. Presses universitaires du Septentrion, 2005. http://dx.doi.org/10.4000/books.septentrion.16581.
Conference papers on the topic "Pédagogie du projet":
Filhol, Benoit. "La Méditerranée, un trésor pédagogique." In XXV Coloquio AFUE. Palabras e imaginarios del agua. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/xxvcoloquioafue.2016.2972.
Benos, Céline, and Anne-Sophie Macharinow. "Form’UL : un projet favorisant l’interdisciplinarité." In Les journées de l'interdisciplinarité 2022. Limoges: Université de Limoges, 2022. http://dx.doi.org/10.25965/lji.200.
Martin, Justine Anne-Sophie Céline. "Développement des compétences transversales et surtout de la compétence numérique des apprenants dans un projet de télécollaboration entre deux universités du pourtour méditerranéen." In XXV Coloquio AFUE. Palabras e imaginarios del agua. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/xxvcoloquioafue.2016.2937.
VIANA, Marylène. "Jeu de rôle et simulation d’une entreprise ou comment former les futurs professionnels de l’industrie pharmaceutique." In Les journées de l'interdisciplinarité 2022. Limoges: Université de Limoges, 2022. http://dx.doi.org/10.25965/lji.608.
Duport, Laurent J. "Learning from Le Corbusier." In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.660.
Ghedhahem, Zeineb. "Cap sur le premier MOOC FOFLE en Afrique francophone pour se (re)mettre à flot." In XXV Coloquio AFUE. Palabras e imaginarios del agua. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/xxvcoloquioafue.2016.3049.
Hafez, Stéphane Ahmad. "Comment optimiser les formations ouvertes et à distance ? Le cas de PRO FLE à l’Université Libanaise. « L’eau, goutte à goutte creuse le roc ! »." In XXV Coloquio AFUE. Palabras e imaginarios del agua. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/xxvcoloquioafue.2016.2568.
Elmoutawakkil, N., S. Bouzoubaa, S. Bellemkhannate, and I. Benyahya. "Flux de travail du guidage tridimensionnel en chirurgie orale." In 66ème Congrès de la SFCO. Les Ulis, France: EDP Sciences, 2020. http://dx.doi.org/10.1051/sfco/20206602005.
Reports on the topic "Pédagogie du projet":
Marchais, Gauthier, Cyril Brandt, Diego de la Fuente Stevens, Pierre Marion, Jean-Benoît Falisse, Samuel Matabishi, Sweta Gupta, et al. BRiCE Project DRC and Niger: Endline Report Teacher Wellbeing and Teaching Quality in Fragile and Conflict-Affected Contexts. Institute of Development Studies, November 2022. http://dx.doi.org/10.19088/ids.2022.053.