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Des savoirs raisonnés (scolaires, procéduraux et scientifiques) à leur pragmatisation dans l’activité d’apprenants : l’exemple du diagnostic de station forestière

Abstract : The forest station diagnosis is one of the vocational activities of forest managers and advisers. It consists in inferring forestry choices and species to be favoured, from the study of topographical, pedological, botanical and climatic characteristics of stations. For this reason, the station diagnosis is an important subject of training. This article presents the results of an empirical research included in Silva Numerica project, about vocational learnings related to this activity. The forestry learner is not only brought to appropriate of a large amount of scientific and technical knowledge, but also to understand and apply a professional and pragmatic vision on forestry stands, aware of sustainability issues implied by the characteristics of the sites. Based on a cross-analysis of vocationel reasoning and learners' reasonnings in training situations, this study reveals a diversity of obstacles to “pragmatization”, i.e. the (pragmatic) transposition of taught knowledge into conceptual tools that constitute the skilled professionals thinking.
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Submitted on : Tuesday, October 26, 2021 - 2:40:54 PM
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Fanny Chrétien. Des savoirs raisonnés (scolaires, procéduraux et scientifiques) à leur pragmatisation dans l’activité d’apprenants : l’exemple du diagnostic de station forestière. Travail et apprentissages : revue de didactique professionnelle, Éd. Raison et passions, 2021, 22 (1), pp.27-49. ⟨10.3917/ta.022.0027⟩. ⟨hal-03395724⟩

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