Sorties scolaires dans les musées de sciences : étudier l’émancipation par l’analyse du sujet didactique

Ce texte contribue à la réflexion autour de la question des fonctions émancipatrices et de ses conditions dans le cadre des visites scolaires au musée. À partir d’un ancrage didactique, l’investigation de ces situations nous a conduit à les étudier au prisme de la notion de sujet. Il s’agit d’analyser à la fois le sujet didactique dans le cadre de situations singulières que sont les visites scolaires dans les musées de sciences, le sujet institutionnel selon l’institution de référence dans cette collaboration ou partenariat, mais également de s’interroger sur le sujet concepteur de discours (scientifique, muséologique ou encore scientifique scolaire). Si l’émancipation concerne d’abord l’individu par rapport au groupe, la visite scolaire au musée se construit le plus souvent sur l’expérience collective. Ces dimensions nous amènent à interroger la (dé)personnalisation des discours produits par les scientifiques, par les muséologues et par les élèves-visiteurs.This text is a contribution to thinking about emancipation functions and their conditions during academic visits in museums. From a didactical point of view, studying those situations leads us to analyse them through the notion of subject. Indeed, it comes to analyse together, on one hand, the didactic subject during singular situations like academic visits in museum, on an other hand, the institutional subject according to the reference institution involved in this partnership, finally the subject author of speeches (scientifical, museological or scholastic sciences). Although emancipation deals with an individual in relation to a group, academic visits in museum are, most of the time, based on a collective experience. Those are the dimensions elaborated in this article leading us to question about (de)personalization of the speeches producted by scientists, museologists and school-visitors

De La petite taupe qui voulait savoir qui lui avait fait sur la tête : Quand un album de jeunesse devient scénario d’exposition

Cet article s’intéresse à la transposition d’un album de littérature de jeunesse, De la petite taupe qui voulait savoir qui lui avait fait sur la tête de Werner Holzwarth et illustré par Wolf Erlbruch en une exposition scientifique. Celle-ci a été conçue en 2015 par le musée d’histoire naturelle de Lille. Les auteures, deux didacticiennes, du français pour l’une et des sciences pour l’autre, croisent leurs regards et leurs analyses à la fois sur l’objet album pour présenter les lectures croisées qu’elles en font, mais aussi sur l’exposition et la visite scolaire qui en est faite. Elles interrogent alors les choix muséographiques et scénographiques qui ont contribué à la conception de l’exposition. Puis, s’appuyant sur l’une des visites qu’elles ont observées, filmées et retranscrites, elles identifient à travers la médiation du guide : la place de l’album dans l’expérience de visite : comment il est ré-introduit parmi les choix muséographiques effectués préalablement ? Comment les savoirs scientifiques et muséologiques se construisent autour de l’album pour envisager des contenus spécifiques ?This article studies the transposition of a childhood literature album, into a scientific exhibition which was designed in 2015 by the Museum of Natural History of Lille. The album called De la petite taupe qui voulait savoir qui lui avait fait sur la tête (The story of the little moll who Knew it was none of his business) has been written by Werner Holzwarth and illustrated by Wolf Erlbruch. The authors of this article (searchers on French didactics and sciences didactics) shared their glances and their analyzes both on the album object and on the exhibition and the school visit in order to present a cross-reading. They question the museographic and scenographic choices that contributed to the specific design of the exhibition. Then, relying on one of the visits they observed, filmed and retranscribed, they identify the place of the album in the visiting experience through the mediation of the guide: how the album is re-introduced among the museographic choices made beforehand? How scientific and museological knowledges are built around the album to arise specific content

Le Carnet d’expériences et d’observations au cycle 2 : un outil d’apprentissage scientifique pour l’élève ?

Depuis les années 2000, les élèves de la grande section de maternelle au collège doivent disposer d’un nouveau support : le cahier d’expériences et d’observations (CEO) qui doit développer des apprentissages relevant à la fois de la maîtrise de la langue, du vivre ensemble et de l’acquisition de compétences scientifiques. Le sens de ces apprentissages construits par les élèves, et dont le CEO garde les traces, sera analysé en mobilisant la notion de conscience disciplinaire développée par Yves Reuter (2003, 2007). Cette notion se définit comme la manière dont les acteurs scolaires (re)construisent les disciplines scolaires et permet d’approcher les difficultés des élèves. Il s’agit ici de présenter quelques résultats d’une recherche visant à analyser comment se construit la conscience disciplinaire scientifique chez les élèves de GS et de CE1 à travers l’outil CEO. Quelle matérialité est prise par le CEO ? Quelles sont les activités effectives réalisées par les élèves ? Que retiennent les élèves de l’usage du CEO ? Nous analyserons les productions d’élèves en GS et en CE1, dont l’entrée dans l’écrit est difficile ou plus facile, et les croiserons avec des entretiens réalisés à l’issue de leur travail et des observations de classe.Since the 2000s, the pupils from kindergarten to secondary school have to use a new tool: the notebook of experiences and observations (CEO) which should develop learning, simultaneously improving the command over the language, group life, and the acquisition of scientific skills. The meaning of this learning constructed by the pupils, and of which the CEO keeps track, will be analysed with the help of the notion of subject consciousness developed by Yves Reuter (2003, 2007). It is defined as the manner in which the academic actors (re)construct academic disciplines and permits a closer look at the difficulties that pupils experience. This article therefore, presents some results of a study aimed at analysing how the consciousness of scientific disciplines is constructed by the pupils of kindergarten and grade 2 with the help of the CEO. What the CEO looks like? What are the actual activities carried out by the students? What do pupils retain of the use of the CEO? We will analyse the productions of the pupils whose entry into writing is difficult or easier, and will then cross-reference them with both interviews conducted at the end of their work and class observations

Pluridisciplinarité et créativitéDe la conception de l’exposition Ni méchant Ni gentil

Ce retour sur la conception de l’exposition Ni méchant Ni gentil est l’occasion, pour les conceptrices, d’interroger la créativité dans un collectif pluridisciplinaire. Il vise à mieux comprendre les choix réalisés durant le travail de conception, au prisme des spécialités des partenaires, des ancrages professionnels, et révèle une synergie dont la source est autant l’expérience que l’intuition professionnelle

L'animation « Pourkoikomandonkou »

Depuis une dizaine d'années, les musées organisent de plus en plus d'animations autour de contes pour faciliter les visites du jeune public tout en lui procurant du plaisir. Mais sont-elles nécessairement mieux adaptées aux enfants qu'une visite guidée traditionnelle et favorisent-elles l'acquisition de connaissances? L'animation « Pourkoikomandonkou » organisée à la Grande Galerie de l'Évolution a été choisie pour servir de cadre à notre étude.For ten years, museums have been staging more and more shows built around the telling of a story, in order to facilitate museum visits for the very young while at the came time entertaining them. But, are these visits necessarily any better suited to children than a conventional guided tour would be, and do they promote the acquisition of knowledge ? The "Pourkoikomandonkou" show, staged at the "Grande Galerie de l'Évolution" is chosen to serve as the context of our study

Contribution à un dialogue

Nous souhaitons tout d’abord remercier la revue Éducation et didactique. Il nous semble en effet que choisir notre ouvrage comme support du premier compte rendu sous forme de débat manifeste, au-delà des critiques légitimes dont il peut faire l’objet, sa reconnaissance comme outil permettant de susciter la discussion entre les diverses didactiques, de penser leurs évolutions et, nous l’espérons, de contribuer à « la nécessité d’instaurer un champ didactique rassembleur » (C. Orange). Nous con..

Autism, Joint Hypermobility-Related Disorders and Pain

Autism Spectrum Disorder (ASD) and Joint Hypermobility-Related Disorders are blanket terms for two etiologically and clinically heterogeneous groups of pathologies that usually appears in childhood. These conditions are seen by different medical fields, such as psychiatry in the case of ASD, and musculoskeletal disciplines and genetics in the case of hypermobility-related disorders. Thus, a link between them is rarely established in clinical setting, despite a scarce but growing body of research suggesting that both conditions co-occur more often than expected by chance. Hypermobility is a frequent sign of hereditary disorders of connective tissue (e.g., Ehlers-Danlos syndromes, Marfan syndrome), in which the main characteristic is the multisystem fragility that prone to proprioceptive and motor coordination dysfunction and hence to trauma and chronic pain. Considering the high probability that pain remains disregarded and untreated in people with ASD due to communication and methodological difficulties, increasing awareness about the interconnection between ASD and hypermobility-related disorders is relevant, since it may help identify those ASD patients susceptible to chronic pain

Early signaling, referral, and treatment of adolescent chronic pain: a study protocol

<p>Abstract</p> <p>Background</p> <p>Chronic pain is prevalent among young people and negatively influences their quality of life. Furthermore, chronic pain in adolescence may persist into adulthood. Therefore, it is important early on to promote the self-management skills of adolescents with chronic pain by improving signaling, referral, and treatment of these youngsters. In this study protocol we describe the designs of two complementary studies: a signaling study and an intervention study.</p> <p>Methods and design</p> <p>The signaling study evaluates the Pain Barometer, a self-assessed signaling instrument for chronic pain in adolescents. To evaluate the feasibility of the Pain Barometer, the experiences of youth-health care nurses will be evaluated in semi-structured interviews. Also, we will explore the frequencies of referral per health-care provider. The intervention study evaluates Move It Now, a guided self-help intervention via the Internet for teenagers with chronic pain. This intervention uses cognitive behavioural techniques, including relaxation exercises and positive thinking. The objective of the intervention is to improve the ability of adolescents to cope with pain. The efficacy of Move It Now will be examined in a randomized controlled trial, in which 60 adolescents will be randomly assigned to an experimental condition or a waiting list control condition.</p> <p>Discussion</p> <p>If the Pain Barometer is proven to be feasible and Move It Now appears to be efficacious, a health care pathway can be created to provide the best tailored treatment promptly to adolescents with chronic pain. Move It Now can be easily implemented throughout the Netherlands, as the intervention is Internet based.</p> <p>Trial registration</p> <p>Dutch Trial Register NTR1926</p

3 years of liraglutide versus placebo for type 2 diabetes risk reduction and weight management in individuals with prediabetes: a randomised, double-blind trial

Background: Liraglutide 3·0 mg was shown to reduce bodyweight and improve glucose metabolism after the 56-week period of this trial, one of four trials in the SCALE programme. In the 3-year assessment of the SCALE Obesity and Prediabetes trial we aimed to evaluate the proportion of individuals with prediabetes who were diagnosed with type 2 diabetes. Methods: In this randomised, double-blind, placebo-controlled trial, adults with prediabetes and a body-mass index of at least 30 kg/m2, or at least 27 kg/m2 with comorbidities, were randomised 2:1, using a telephone or web-based system, to once-daily subcutaneous liraglutide 3·0 mg or matched placebo, as an adjunct to a reduced-calorie diet and increased physical activity. Time to diabetes onset by 160 weeks was the primary outcome, evaluated in all randomised treated individuals with at least one post-baseline assessment. The trial was conducted at 191 clinical research sites in 27 countries and is registered with ClinicalTrials.gov, number NCT01272219. Findings: The study ran between June 1, 2011, and March 2, 2015. We randomly assigned 2254 patients to receive liraglutide (n=1505) or placebo (n=749). 1128 (50%) participants completed the study up to week 160, after withdrawal of 714 (47%) participants in the liraglutide group and 412 (55%) participants in the placebo group. By week 160, 26 (2%) of 1472 individuals in the liraglutide group versus 46 (6%) of 738 in the placebo group were diagnosed with diabetes while on treatment. The mean time from randomisation to diagnosis was 99 (SD 47) weeks for the 26 individuals in the liraglutide group versus 87 (47) weeks for the 46 individuals in the placebo group. Taking the different diagnosis frequencies between the treatment groups into account, the time to onset of diabetes over 160 weeks among all randomised individuals was 2·7 times longer with liraglutide than with placebo (95% CI 1·9 to 3·9, p&lt;0·0001), corresponding with a hazard ratio of 0·21 (95% CI 0·13–0·34). Liraglutide induced greater weight loss than placebo at week 160 (–6·1 [SD 7·3] vs −1·9% [6·3]; estimated treatment difference −4·3%, 95% CI −4·9 to −3·7, p&lt;0·0001). Serious adverse events were reported by 227 (15%) of 1501 randomised treated individuals in the liraglutide group versus 96 (13%) of 747 individuals in the placebo group. Interpretation: In this trial, we provide results for 3 years of treatment, with the limitation that withdrawn individuals were not followed up after discontinuation. Liraglutide 3·0 mg might provide health benefits in terms of reduced risk of diabetes in individuals with obesity and prediabetes. Funding: Novo Nordisk, Denmark