Name
Title | ||
|---|---|---|
Serious games to promote education for sustainable development, a French and Swiss experimentation. |
Abstract | ||
|---|---|---|
Educational training for primary school teachers is organized, in most training institutions, around disciplinary fields. Some knowledge, however, escapes the disciplinary logic: it is the case of the various "Educations in..." and of "Education for Sustainable Development" (ESD). Our research field concerns the questions "How can training be envisaged for such an education? Which devices to propose? How to articulate the disciplines?". Here are some of the questions we will try to answer through this contribution. As a first step, we will present the concept of the PEERS project, which brings together two institutions. Then, we define our object of study-training in ESD -and the methodology chosen-Lesson Study. The fourth section of the paper presents some results on the learning of pupils and students in training. Finally, final sections provide some observations and perspectives for develop new pedagogic mechanism for teachers' training. The training module that we are discussing in this contribution is intended to provide teachers with opportunities for reflection, which unfortunately have very few hours to deal with this topic and thus to complete the training of students and to provide in response to the question of progress in the teaching of ESD in primary schools. |
Year | Venue | Keywords |
|---|---|---|
2017 | IEEE Global Engineering Education Conference | Education for sustainable development,serious game,training for teachers |
Field | DocType | ISSN |
Lesson study,Discipline,Knowledge management,Education for sustainable development,Engineering | Conference | 2165-9567 |
Citations | PageRank | References |
0 | 0.34 | 0 |
Authors | ||
4 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Vincent Robin | 1 | 0 | 1.35 |
| Alain Pache | 2 | 0 | 0.34 |
| Catherine Perpignan | 3 | 0 | 0.34 |
| Denis Dessagne | 4 | 0 | 0.34 |