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LA PRATIQUE INSTRUMENTALE COMME VECTEUR DE DÉVELOPPEMENT DE L’ESPRIT CRITIQUE CHEZ LES ÉLÈVES DE PRIMAIRE

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LA PRATIQUE INSTRUMENTALE COMME VECTEUR DE DÉVELOPPEMENT DE L’ESPRIT CRITIQUE CHEZ LES ÉLÈVES DE PRIMAIRE

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LA PRATIQUE INSTRUMENTALE COMME VECTEUR DE DÉVELOPPEMENT DE L’ESPRIT CRITIQUE CHEZ LES ÉLÈVES DE PRIMAIRE

  1. 1. LA PRATIQUE INSTRUMENTALE COMME VECTEUR DE DÉVELOPPEMENT DE L’ESPRIT CRITIQUE CHEZ LES ELEVES DE PRIMAIRE Master 2 MEEF, Métiers de la Recherche et de l'Expertise en Education Manon Ballester
  2. 2. SOMMAIRE ◦ Présentation du projet ◦ Etat de l’art -Les habiletés métacognitives -L’esprit critique: vers une autonomie intellectuelle ◦ Méthodologie de recherche -Problématique et hypothèses -Démarche envisagée
  3. 3. Présentation du projet Etudes menées (OCDE, 2014) : ◦ L’éducation musicale améliorerait les compétences phonologiques, verbales et linguistiques des élèves. ◦ Par la répétition, la concentration, la pratique musicale agirait positivement sur le quotient intellectuel et le niveau scolaire des élèves. Projet de recherche: ◦ Etude des stratégies d’apprentissage efficientes que la musique permettrait de développer et de mettre en œuvre au sein même du processus de pensée des élèves. ◦ La pratique instrumentale régulière contribuerait au développement d’habiletés métacognitives permettant aux élèves de primaire d’affiner leur esprit critique.
  4. 4. Etat de l’art Les habiletés métacognitives L’élève mesure ce qu’il fait, le conscientise. Il devient un élève réflexif.
  5. 5. Etat de l’art L’esprit critique: vers une autonomie intellectuelle ◦ « La compréhension de la manière dont la connaissance est construite […] permet d’amasser les matériaux nécessaires à la construction d’une certaine autonomie intellectuelle ». (CANOPE, 2019) ◦ La notion d’esprit critique est omniprésente dans les orientations pédagogiques et éducatives du système éducatif. ◦ Kant définit l’esprit critique comme la capacité de « faire un usage libre et public de sa raison »: Principe de liberté et principe de publicité. ◦ L’esprit critique: Un principe et une finalité de l’école: Apprendre à penser par soi-même. -> Une démarche intellectuelle transversale qui forme la pensée autonome.
  6. 6. Méthodologie de recherche Problématique et hypothèses Problématique: ◦ La pratique instrumentale régulière est un moyen d’affiner l’esprit critique des élèves de cycle 2. Hypothèses: ◦ La pratique instrumentale régulière contribue au développement d’habiletés métacognitives. ◦ Ce sont ces habiletés métacognitives qui permettent d’affiner l’esprit critique des élèves.
  7. 7. Méthodologie de recherche Démarche envisagée Etude expérimentale (une année scolaire) ◦ Un groupe témoin: Groupe d’élèves non musiciens ◦ Un groupe expérimental: Groupe d’élèves CHAM Cycle 2: Cycle des apprentissages fondamentaux Une approche en sciences de l’éducation et en neurosciences (LNC). Recueil et analyse des données: Elaboration avec les chercheurs du LNC.

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